Forest of Teesdale Primary School


Name Forest of Teesdale Primary School
Website http://www.forest-of-teesdale.durham.sch.uk
Ofsted Inspection Rating Good
Inspection Date 20 November 2014
Address Forest-in-Teesdale, Barnard Castle, County Durham, DL12 0HA
Phone Number 01833622220
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils Unknown
Local Authority Durham
Percentage Free School Meals 0%

Information about this school

This school is very much smaller than the average-sized primary school. It is situated in a remote rural location within an Area of Outstanding Natural Beauty. Almost all pupils are White British. The proportion of disadvantaged pupils, those eligible for support through the pupil premium, is well below average. There are too few disadvantaged pupils currently in school, or who have taken the national tests for seven and 11 year olds in recent years, to comment upon their achievement without identifying them. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and children who are looked after by the local authority). The proportion of disabled pupils and those who have special educational needs is well above average. However, there are too few such pupils currently in school, or who have taken the national tests in recent years, to comment upon their achievement without identifying them. There are too few children currently in the early years provision, or who have been in the provision in recent years, to comment upon their achievement without identifying them. There are after-school clubs run by school staff. There are two classes: Reception and Year 2; Years 3, 4, 5 and 6. There are currently no pupils in Year 1. The headteacher has been in post since January 2011 on a half time basis. He is also headteacher of Rookhope Primary School on a similar basis. The two schools are separate and independent of one another. In his absence, the school is led and managed by the deputy headteacher who is in school on a six sessions out of 10 basis. She is also one of two teachers of the class for pupils in Reception and Key Stage 1. In the last school year the deputy headteacher was on maternity leave. In the current school year, the substantive teacher for the early years provision and Key Stage 1 is on maternity leave. The government’s current floor standards do not apply to this school. The school has achieved a Healthy Schools award.

Summary of key findings for parents and pupils

This is a good school. Pupils’ achievement is good. Almost all pupils achieve the standards expected for their age. They make good progress. Teaching is good overall. Pupils currently in Year 2 are making accelerated progress as a result of some excellent teaching over time. Children in the early years provision have settled very quickly, enjoy their learning and are making rapid progress. Pupils’ behaviour is outstanding. They all care for one another exceptionally well and talk of the school being like a family. The school’s work to keep pupils safe and secure is outstanding. The school builds on pupils’ love of their isolated and beautiful environment while helping them to understand the multi-cultural make-up of modern British society and the wider world. The school is highly aware of its importance to the local community. The headteacher, deputy headteacher and the governing body have a clear understanding of the school’s strengths and relative weaknesses. Their plans for the future are clearly focused on raising achievement and improving teaching. The school is well led and managed on those days when the headteacher is not in school. It is not yet an outstanding school because : Teaching is good rather than outstanding. As a result, too few pupils currently in Key Stage 2 have standards that are above those typical for their age. Pupils are not always clear about how to improve their work, including their spelling, or given time to act upon any advice they do receive. Work is not always difficult enough for all groups of pupils, especially the most able pupils in Key Stage 2. Pupils have too few opportunities to write at length in English and other subjects or do enough challenging work in mathematics. Work in history, geography and science does not always become more challenging as pupils grow older.