Jarrow Cross CofE Primary School

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About Jarrow Cross CofE Primary School


Name Jarrow Cross CofE Primary School
Website http://www.jarrowcross.co.uk/
Inspections
Ofsted Inspections
Headteacher Mrs S McBeth
Address Borough Road, Jarrow, NE32 5UW
Phone Number 01914898354
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 310 (49.4% boys 50.6% girls)
Number of Pupils per Teacher 19.3
Local Authority South Tyneside
Highlights from Latest Inspection

Outcome

Jarrow Cross CofE Primary School continues to be a good school.

What is it like to attend this school?

Staff and pupils live by the school motto: 'Encourage one another and build each other up.'

This creates an ethos and climate for pupils, and staff, to develop. Pupils respect the Christian values of 'honesty', 'trust', 'friendship' and 'forgiveness. These values weave through every aspect of school life.

Pupils rise to the high expectations set by staff. They are courteous and polite. Pupils behave well and work hard.

Pupils say that bullying is rare. If it happens, they say that staff deal with it at the first signs. Pupils vote to elect school councillors, ec...o warriors and house captains.

They fulfil their roles with pride.

Pupils say they feel safe in school. The learning climate is a secure place to take risks and make mistakes.

The nurture activities at the start of each day are therapeutic. Pupils develop their emotional health and resilience. This work raises pupils' self-esteem.

It also enables pupils to be ready to learn.

The vast majority of parents are very positive about the school. They appreciate the nurturing ethos, family culture and approachable staff.

One parent wrote: 'Children thrive in this school and it shows through good behaviour, great school ethos and results.'

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

Leaders continue to provide a good quality of education. Together with governors they have accurate self-evaluation.

Their rationale for the curriculum design is purposeful and inclusive. Teachers plan relevant learning experiences to meet the needs of their pupils. Leaders value learning beyond the academic.

They provide various after-school clubs, sports events and music tuition. Leaders ensure that pupils learn facts, skills and vocabulary in a precise order. In all curriculum areas, leaders identify expected end points for pupils to achieve.

In reading, writing and mathematics leaders also set specific goals for most-able pupils. However, this is not in place for all curriculum subjects.

Senior leaders recognise the leadership qualities in others.

They empower all staff.Curriculum leaders provide clear direction for teaching staff. This helps staff develop the skills they need.

Teachers and teaching assistants have secure subject knowledge in all curriculum areas. Staff morale is high as they feel well supported.

Leaders place a high priority on teaching reading.

Children start learning their letters and sounds as soon as they enter school. Staff are trained well and provide a consistent approach across classes. Pupils in the earliest stages of reading read books that match the sounds they know.

Leaders ensure that pupils develop fluency and comprehension when reading. This supports pupils to achieve well in reading at the end of key stage 1.

Leaders plan the mathematics curriculum carefully.

Staff have accessed high-quality training through a regional mathematics hub. Teachers make sure that pupils revisit their learning on a regular basis. For example, pupils used their prior knowledge of multiplication to calculate area.

In 2019, the proportion of pupils reaching the higher standard in mathematics at the end of Year 6 was below average. Leaders identified this and took prompt action. Work in current pupils' books shows that pupils of all abilities receive work which challenges them.

In Reception, children develop secure early reading, writing and mathematics skills. Positive relationships encourage children to take risks and be curious. Children count, calculate, read and write for a purpose, both inside and outdoors.

Children enter school with skills below those expected for their age. They make good progress by the end of Reception. The proportion of children reaching a good level of development is in line with national average.

Leaders have sequenced the history curriculum into a logical order. Teachers bring history to life with exciting trips and experiences. Pupils enjoy learning about their local heritage.

They understand how events like the Jarrow March or the Second World War bombings affected the local area. Pupils can recall important episodes in history. They can order these events correctly on a time line.

Teachers revisit previous learning so that pupils can make connections across topics. Pupils compared Nelson Mandela's fight against apartheid with discrimination in the 1960s. This way of working is not implemented in all foundation subjects.

Some subjects are better developed than others.

Leadership of special educational needs and/or disabilities (SEND) is effective. Pupils with SEND receive appropriate support.

Disadvantaged pupils are also supported well. Both groups of pupils make good progress in English and mathematics.

Governors are passionate about the school.

They bring a wide range of skills to their roles. This helps them to support and challenge the leaders of the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, staff, and governors know that safeguarding is the responsibility of everyone. The headteacher ensures that everyone receives regular training. This includes updates on radicalisation and child criminal exploitation.

Staff are aware of their duties in keeping children safe at all times. They report any concerns immediately. Leaders take appropriate follow-up actions.

This includes working with a range of external agencies.

The attendance and safeguarding leader works with families who may need extra support. Parents appreciate her support.

Her work has made a difference to pupils' attendance, well-being and outcomes.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have a clear rationale for their curriculum, which is tailored to meet the needs of the pupils in their school. Leaders' plans have sequential coverage and progression across each year group.

The implementation and impact of these plans is better developed in some subjects than in others. Leaders should embed all curriculum plans so that they are secure and consistent across the school. .

The planning of sequential units of work for all subjects includes identifying the end points that pupils are expected to achieve. In reading, writing and mathematics this includes goals for higher standards. However, in subjects beyond English and mathematics these end points are aimed at pupils attaining the expected standard only.

There are no clear goals in place for pupils to attain the higher standards in wider curriculum subjects. Leaders should review their foundation subject plans to make sure they fully identify the end points which the most able pupils can be expected to achieve.Background

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 a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good on 8–9 June 2011.