Fell Dyke Community Primary School

About Fell Dyke Community Primary School Browse Features

Fell Dyke Community Primary School

Name Fell Dyke Community Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 28 February 2019
Address Springwell Road, Gateshead, Tyne and Wear, NE9 7AA
Phone Number 01914334111
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 314 (49% boys 51% girls)
Number of Pupils per Teacher 15.9
Local Authority Gateshead
Percentage Free School Meals 50.7%
Percentage English is Not First Language 14.3%
Persisitent Absence 13%
Pupils with SEN Support 14%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is a slightly larger than average-sized primary school with a nursery on site. Most pupils are White British. The remainder come from a wide range of ethnic backgrounds. The proportion of pupils who speak English as an additional language is below the national average. Two thirds of pupils are disadvantaged and receive support from pupil premium funding. This is almost three times the national average. The proportion of pupils with SEND receiving support is above average. The school runs a breakfast club on site.

Summary of key findings for parents and pupils

This is a school that requires improvement Since the previous inspection, there has been significant fluctuation in pupils’ achievement. Turbulence in leadership, governance and staffing contributed to this. While outcomes have begun to improve more recently, they require improvement to be good. Pupils’ attainment in writing has been below average in key stage 1 over time. At key stage 2, progress and attainment in writing have declined over time. Recent initiatives are beginning to show improvement, but the teaching of writing remains variable. Some leaders are relatively new to their roles. While improvements are evident in teaching and the curriculum, some changes are very recent. Pupils’ progress is variable, including for those who are disadvantaged. Governors’ checks on this do not hold leaders to account. Most-able pupils do not receive work which is sufficiently challenging. Few pupils, across the school attain the higher standards. While the proportion of pupils reaching the required standard in phonics in Year 1 has improved over time, the quality of phonics teaching requires improvement. Some tasks and activities are not well planned to enable pupils to become fluent and confident readers. Across the Reception Year, children’s progress is not consistently strong because tasks are not well matched to their ability. Attendance is below average and continuing to decline. The proportion of pupils who are regularly absent is increasing year on year. Leaders have not monitored absence rates against the correct national measures. As a result, leaders, including governors, have not had an accurate picture of issues relating to absence and persistent absence. Although most pupils behave well, and the school is orderly and calm, some pupils are concerned about derogatory name-calling. The school has the following strengths Staff plan activities to capture the imagination and interest of pupils. Consequently, pupils are enthusiastic about their learning. Leaders’ actions have led to improvements in the proportion of pupils meeting the expected standard in mathematics in key stages 1 and 2. Arrangements to safeguard pupils are effective. Leaders are acutely aware of risks that may affect pupils in the local community. The curriculum for personal development helps pupils to keep themselves safe. Children make good progress in the Nursery. Leaders are