Canning Street Primary School

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About Canning Street Primary School

Name Canning Street Primary School
Ofsted Inspections
Headteacher Mrs Kathryn Herron
Address Wellfield Road, Newcastle-upon-Tyne, NE4 8PA
Phone Number 01912735465
Phase Primary
Type Foundation school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 470
Local Authority Newcastle upon Tyne
Highlights from Latest Inspection


Canning Street Primary School continues to be a good school.

What is it like to attend this school?

This is a happy and safe school, which treasures diversity and respect.

The school embraces its many different languages, faiths and cultures. Inclusivity is the norm here. Pupils accept each other and make friends quickly.

This is important, as many new pupils arrive and leave each year. The one school rule is that 'no one should ever be hurt, upset or frightened'. Pupils follow this rule.

Everyone in the school is treated with respect.

The school's close-knit, family feel starts in the provision for two-year-olds. Children learn to play together, listen, ...and repeat words and phrases that are new to them.

This continues into Nursery and Reception, where children explore, discover and gain basic skills in reading, writing and numeracy.

The school expects pupils to try hard, behave well and succeed. These expectations are realised.

Behaviour is consistently good. Pupils' aspirations are high. Pupils never give up, even when they are working on something they find difficult.

Pupils take part in a wide range of exciting outdoor activities. These include an exercise trail and learning around a fire pit.

What does the school do well and what does it need to do better?

The school's curriculum is well developed.

Many pupils join the school with gaps in their learning. Nearly all pupils speak English as an additional language (EAL). When pupils join the school, staff quickly identify what they know and can do.

The curriculum meets the needs of pupils well. It builds pupils' confidence and supports their use, and understanding of, the English language.

In most subjects, staff explain key learning well.

Pupils' knowledge builds progressively through a sequence of lessons. What pupils need to remember is revisited at the end of each unit of work. In a small number of subjects in the wider curriculum, however, plans are not as well structured as they need to be.

In these subjects, pupils do not make the progress that they should.The school has successfully introduced a new approach to teaching phonics. Phonics is taught effectively by well-trained staff.

Sounds and words are modelled for pupils to repeat. There is a laser-like focus on quality texts for pupils to read and listen to. The school's approach to the teaching of reading provides strong support to pupils who speak EAL.

This year, only a tiny proportion of older pupils still need to access phonics teaching. The impact of improvements on the teaching of phonics can be seen in the quality of pupils' work in most subjects.

The school assesses pupils' learning in lessons, and over time, well.

Pupils with additional needs, or those who may be at risk of falling behind, get the support they need. The school provides bespoke support for pupils with special educational needs and/or disabilities (SEND). This includes teaching pupils in small groups and providing visual displays and vocabulary lists.

The school supports pupils' attendance well and supports families with any issue that is a barrier to pupils' learning.

Pupils are proud of behaving and attending well. They are keen to share how well they are doing on the school's behaviour charts.

Pupils value the 'attendance shop', which rewards good attendance. In lessons, pupils listen to staff carefully. Pupils follow instructions promptly.

In early years, children are calm, curious, and eager to try new activities. Some are happy to work independently, while others share and work cooperatively. Pupils are keen to be successful, and they have positive attitudes to learning.

The school's provision for pupils' wider development is rich and tailored to pupils' needs. There are regular educational visits to places such as the theatre and the beach. All Year 6 pupils have the opportunity to go on a residential visit.

Pupils learn about their local heritage through visits to museums, the city's Victorian tunnels and local castles. The school celebrates faith festivals. The school's diverse cultures are recognised through events that include learning about traditional dress and food.

After-school clubs offer a range of opportunities such as cookery model making, and the use of school bikes. The school works closely with the local community. Pupils take part in many community events.

These include litter picking alongside parents and team building through adventurous activities.

The school has made sure that staff morale is strong. Staff are valued.

There is an emphasis on teamwork. The school's ethos among adults is sociable and friendly. No one feels left out, and any question can be asked, including by parents, who appreciate the support offered by the school to pupils and families.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in a few foundation subjects is not as well structured as it is in others. In these subjects, the main ideas that link learning and the most important knowledge that pupils need to know and remember are unclear.

This is limiting pupils' progress in these subjects. The school needs to make sure that all curriculum subjects are equally well mapped out so that pupils can learn and remember equally well across all subjects.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2014.

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