Darras Hall Primary School

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About Darras Hall Primary School

Name Darras Hall Primary School
Website http://www.darrashallprimary.com
Ofsted Inspections
Headteacher Ms Victoria Parr
Address Middle Drive, Newcastle-upon-Tyne, NE20 9DS
Phone Number 01661823857
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 472
Local Authority Northumberland
Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming school with a true spirit of community.

The school works together with parents and carers to meet pupils' needs. Staff know the pupils well. They show a genuine care for them.

Pupils thrive at this school.

The school has the highest of expectations for all pupils. It provides pupils with a first-rate education that is both knowledge rich and culturally diverse.

Pupils enjoy their learning. They are eager to contribute to discussion and debate. Pupils produce work of a high quality.

They achieve exceptionally well.

Pupils behave in an exemplary fashion. They are polite, friendly and respectful of others.

...As pupils move on through the school, they take increasing responsibility for their own behaviour. Pupils build strong friendships and support each other's well-being. They make a significant contribution to the school's positive and inclusive culture.

The school provides pupils with a wide range of opportunities to develop their talents and interests. Pupils take part in clubs and activities including sports, dance, choir and forest school. There are residential trips and trips abroad.

Pupils contribute to the development of the school community. There are several pupil councils, including a diversity council. The school listens to pupils.

It values their opinions.

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

The school has established a broad and ambitious curriculum that provides pupils with a deep body of knowledge. Subject specific curriculum teams bring a real expertise to curriculum design.

The curriculum is well sequenced. It builds pupils' knowledge, understanding and skills in a coherent way. Pupils deepen and extend their learning as they move up through the school.

They learn to think and work like subject specialists, such as scientists and geographers. In the early years, children gain the phonic and mathematical knowledge they need. They develop a growing resilience and independence.

The curriculum in the early years prepares children well for Year 1 and beyond.Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. The school identifies their needs well.

Teachers and other adults provide pupils with the specific support they need to thrive.The school prioritises reading. From the start of Reception, pupils learn to read using phonics.

Those pupils who need extra help with reading get it straight away. Frequent and timely support helps these pupils to become fluent and confident readers. The school selects high quality class texts with considerable thought and research.

Texts reflect themes such as sustainability and diversity. The school promotes a love for reading through other events such as reading week, author visits and reading challenges. Pupils enjoy reading and read often at school.

In the early years, the school has developed a well-resourced and purposeful learning environment. The early years staff adapt the curriculum to meet children's development needs. However, sometimes adults do not develop children's language with enough rigour and precision.

Sometimes, they do not ensure that children engage quickly enough in purposeful activity.Teachers have an appropriate depth of subject knowledge. They understand how best to teach specific subjects.

They check pupils' understanding and adapt their teaching to meet pupils' needs regularly. Moreover, they choose activities and resources that enable pupils to secure and extend their learning. Pupils, including those with SEND, achieve exceptionally well.

Pupils' behaviour and attitudes are exemplary. The school does not tolerate any disruption to learning. Indeed, pupils learn without disruption.

They are attentive and focus on their work.The school's provision for pupils' personal development is exceptional. Central to the school's approach is a set of values that underpins school life.

Staff teach pupils how to be responsible and resilient and how to show respect to others. Pupils learn about relationships and equality and diversity in an age-appropriate way. The school pro-motes pupils' physical and mental health.

Furthermore, pupils understand what it means to be an active citizen in a diverse and inclusive world. They take part in charity work in support of both the local and global community.The trust supports the continuous development of the school.

The school benefits from the leadership development opportunities the trust provides. Trustees and members of the local governing body perform their duties with appropriate rigour. They provide strategic direction and hold the school to account.

The school involves parents in the life of the school in support of pupils' education. Staff receive regular and highly effective professional development. This makes a significant contribution to pupils' educational experience.

Staff enjoy working at the school. The school pri-oritises staff well-being and ensures that staff workload is manageable.


The arrangements for safeguarding are effective.

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