Crookhill Community Primary School

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About Crookhill Community Primary School

Name Crookhill Community Primary School
Ofsted Inspections
Headteacher Miss Kristine McCormack
Address Hexham Old Road, Ryton, NE40 3ES
Phone Number 01914334066
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 181
Local Authority Gateshead
Highlights from Latest Inspection


Crookhill Community Primary School continues to be a good school.

What is it like to attend this school?

This is a welcoming and caring school.

New pupils, members of staff or visitors are made to feel at home. Most pupils are sensible and behave well. Pupils report that bullying does not happen, but if it did, they are confident adults would deal with it.

Any falling out between pupils is sorted quickly. This is usually by the pupils themselves, who show maturity to do so. Pupils are friendly, courteous and enjoy talking to visitors.

Most pupils are happy, enjoy learning and being with their friends.

Teachers have high expectations of pupils. They expect... them to be good learners.

Pupils understand that concentrating, never giving up and working together leads to success. Pupils are keen to be elected to the school council or become a house captain. Pupils show concern for the environment.

The school council is seeking to address plastic pollution and food waste. School events are returning. Pupils' excitement at the first Halloween disco since the COVID-19 pandemic began was clear.

Pupils learn how to keep themselves safe at school and at home. They learn about road safety and being safe near train tracks. Pupils enjoy keeping healthy, physically and mentally.

They enjoy playground games and using the new healthy tuck shop. Pupils explain that sharing a worry with a trusted adult helps their mental well-being.

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

Leaders continue to make improvements to the curriculum.

In subjects such as mathematics, curriculum thinking is clear. Key ideas thread through learning. This enables leaders to plan and sequence new knowledge.

Leaders make sure that new content connects to what pupils already know. Learning is delivered in short units of work, where knowledge builds progressively. Teachers check that pupils have grasped the essential information that they need to progress at the end of these units.

Teachers also use assessment well to check on any misconceptions or if pupils have not quite grasped new learning. Teachers provide extra help or go over work to make sure everyone keeps up. Not all foundation subjects reflect the same high-quality curriculum structure.

Leaders make sure that younger pupils become fluent and confident readers. A new system to teach phonics has been in place for a year. Lessons are systematic and consistent.

Pupils know the routines and join in shared activities with excitement. Pupils acquire phonics knowledge progressively. In Reception, pupils learn how to articulate sounds accurately.

Teachers model how to use the tongue and teeth for certain letters. The books pupils use to practise their reading help them to become skilled and fluent readers.

Pupils show a great determination to succeed.

In most lessons, pupils pay close attention, try to answer questions and usually have a go. They rarely lose concentration. Teachers plan lessons to build knowledge step by step.

All pupils, including those with special educational needs and/or disabilities, make strong progress in their learning. Teachers make small changes to lessons to meet pupils' needs. Extra adult support is on hand for pupils who need it.

All pupils access the same learning and take a full part in all aspects of school life. No-one is left out or misses out.

Leaders have made sure that there are many opportunities to support pupils' character development.

The celebration of festivals such as Chinese New Year, Diwali and festivals of light build pupils' cultural awareness. National events such as the Queen's Platinum Jubilee developed pupils' understanding of British culture and national identity. Pupils attend music and dance workshops.

Some learn to play a musical instrument. Pupils compete in sports' festivals and competitions. The opportunities that pupils have to problem solve and work as a team capture their imagination.

In all circumstances, staff stick together. Morale is very high. Teachers report a strong sense of teamwork and family among staff.

Staff look out for each other and care for one another. Leaders have removed unnecessary bureaucracy. Leaders are approachable and sensitive to staff well-being.

The positive relationships among staff provide a strong example to the pupils. This is a safe and happy school to attend or work in.


The arrangements for safeguarding are effective.

Safeguarding training for staff and governors is thorough and up to date. Leaders have made sure that safeguarding is every member of staff's responsibility. Teachers and teaching assistants spot any minor concern, no matter how small.

Record keeping is meticulous. Leaders work with external agencies to provide support for pupils. These include social care or community support police officers.

The school counsellor offers help to those pupils who need to talk about a concern. The school business manager makes thorough checks during staff recruitment. Governors makes extra checks on systems and record keeping.

Pupils learn how to stay safe at home, online or near roads.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few foundation subjects are not yet sufficiently well developed. Essential knowledge that pupils need to know and remember are not precisely identified.

Leaders must ensure that in all curriculum subjects, they identify the essential pieces of knowledge that pupils need to learn across each year group. This will help pupils to know and remember more over time.


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 October 2012.

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