Easington Colliery Primary School

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About Easington Colliery Primary School

Name Easington Colliery Primary School
Website http://www.ecps.org.uk
Ofsted Inspections
Headteacher Mrs Rachel Francis
Address Whickham Street, Easington Colliery, Peterlee, SR8 3DJ
Phone Number 01915270293
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 552
Local Authority County Durham
Highlights from Latest Inspection

What is it like to attend this school?

Everyone is welcome at Easington Colliery Primary School. Each person is appreciated for their individuality.

All pupils, including those with special educational needs and/or disabilities (SEND), benefit from positive relationships with other pupils and the adults in school. Many pupils and parents and carers value the strong sense of community built by the school. As one parent said, 'Staff always have children's best interests at heart.

They really go above and beyond to support children at Easington Colliery School.'

The school has high expectation of what pupils can achieve. Pupils respond well to their leaders' aspirations for them.

They work ...hard in lessons and show an interest in their learning. Pupils achieve well.

Pupils feel safe and are happy in school because they know that staff care about them and will help if they have a worry or concern.

Pupils show kindness and consideration towards one another. They conduct themselves well throughout the school day. Bullying is rare.

Pupils know that if there is any unkindness or bullying, the school will act very quickly and resolve such incidents.

A range of clubs and visits enriches pupils' wider experiences. Clubs, such as those for cookery, board games and crochet, help to develop pupils' interests.

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

The school's curriculum is continually reviewed to make sure that it is relevant for all pupils in school. Leaders ensure that the learning offer reflects pupils' individual needs, including for pupils with SEND. In the curriculum, pupils have many opportunities for first-hand experiences to support their learning.

In most subjects, the school has identified the important knowledge and vocabulary that they want pupils to learn by the time they leave Year 6. For example, in Year 2 history, teachers use the well-sequenced curriculum to help pupils understand the importance of the first locomotive, and how it brought new opportunities to the local area and the impact this had on the community. However, in science, the curriculum does not clearly identify what pupils should learn step by step.

This means that some teachers are unsure exactly what pupils need to know and remember to make the best progress.

The teaching of phonics and early reading is a priority for the school. A love of reading builds from the moment children join early years.

Phonics teaching is highly effective. Staff are skilled and support pupils to become fluent readers. Rigorous and ongoing assessment of reading helps staff to identify gaps in pupils' phonic knowledge quickly.

Pupils receive tailored and effective support to keep up. Pupils read books that are matched to the sounds that they know. Pupils enjoy reading.

They have many opportunities to read across the school.The school has high expectations for the behaviour and conduct of pupils. This begins in early years, where clear routines and a focus on developing positive relationships ensure that children learn how to behave appropriately.

Across the rest of the school, pupils behave well. Pupils have a positive attitude towards their education.

Pupils with SEND make good progress because the school knows their individual needs very well.

The school adapts the delivery of the curriculum purposefully so that pupils with SEND can access the same ambitious curriculum as their classmates.

Pupils can access many wider opportunities beyond the classroom. Many pupils, including pupils with SEND, attend clubs and enthusiastically take part in different events.

Pupils learn how to stay safe, including when online. Pupils have the opportunity to be active in their community through, for example, a pen-pal project with the residents of a local care home. Pupils embrace difference.

It matters to them that everyone feels included in their community.

The school is relentless in the work it does to help pupils attend school regularly and on time. Many parents who shared their views with inspectors appreciate the support that the school gives them.

Governors are passionate about supporting pupils and the community. They accurately understand the school's strength and priorities for improvement. Staff value the school's commitment to their well-being and workload.

They benefit from the collaborative opportunities they are given to develop their expertise. As a result, staff are proud to be part of Easington Colliery Primary School.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the curriculum is not broken down into small enough steps. This means that the content of what pupils should learn and the order in which this is taught vary from class to class. The school should ensure that all foundation subjects clearly state what pupils should know and in what order they should learn it so that adults can check that pupils acquire the knowledge and skills they need to be prepared well for their secondary education.

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