King Street Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of King Street Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding King Street Primary School.

To see all our data you need to click the blue button at the bottom of this page to view King Street Primary School on our interactive map.

About King Street Primary School

Name King Street Primary School
Ofsted Inspections
Headteacher Mrs Joanne Bromley
Address High Grange Road, Spennymoor, DL16 6RA
Phone Number 01388816078
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 216
Local Authority County Durham
Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are proud of their school.

They listen to and respect one another. Right from the beginning, pupils learn the importance of being kind, responsible and resilient. The 'Student of the Week' award celebrates pupils who have shown these qualities.

The school has a strong focus on the well-being of each individual. Pupils know who to talk to if they are worried or upset. Bullying is rare.

Pupils are confident that staff will be there if they need help.

The school inspires pupils to achieve well. Teachers make learning enjoyable.

They expect everyone to do their best. Pupils try hard in lessons. Adults teach them how to focus, co...operate and collaborate to support their learning.

Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school.

Parents and carers are very positive about the school. They particularly value the way every child is treated as an individual.

Many parents comment on how the school goes above and beyond to support families.

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

The school's curriculum is well designed. Pupils make effective links between new knowledge and what they have already learned.

Right from the early years, new learning is carefully sequenced within and across subjects. For example, pupils apply what they learn in mathematics to their design and technology work. In history, teachers encourage pupils to compare what life was like for women during World War Two and in the Victorian era.

Pupils at an early stage of learning to read are well supported by the school's chosen phonics programme. Leaders ensure that staff who teach phonics are well trained. Staff listen to all pupils reading individually.

Pupils who need extra support to learn to read are quickly identified. These pupils get the help they need to catch up. Pupils become fluent and confident readers.

The school promotes positive attitudes to reading. Pupils are enthusiastic about the high-quality books they read and discuss together. Pupils know that reading is important for their learning across the whole curriculum.

As one pupil said, 'Reading helps to expand your vocabulary.'

Teachers adapt lessons and resources effectively to support pupils with SEND. The school provides additional adult support to pupils who need it.

There are many opportunities for pupils to work collaboratively during lessons. The school gives all pupils opportunities to go on trips and listen to visiting speakers. Pupils enjoy and remember these experiences but do not always make links to their learning.

Subject plans identify the most important knowledge and vocabulary pupils need to remember. The school ensures that pupils can recall what they have already learned before moving on to new learning. However, many pupils find it difficult to remember the specific vocabulary they need to talk about their learning, particularly in subjects such as history and computing.

Beginning in the early years, pupils learn the routines and expectations that support everyone to be safe and happy in school. Most pupils behave well. A small number of pupils do not attend school regularly enough.

Leaders are taking appropriate action to support families to improve attendance.

The school's support for pupils' personal development underpins the whole curriculum. Pupils benefit from an ambitious outdoor education programme.

Pupils regularly take part in sports festivals, after-school clubs and community events. As they move through school, pupils develop their knowledge of issues such as consent, mental health and well-being. Pupils learn about money and the world of work.

The school recognises the importance of preparing pupils for life in modern Britain. The school is aware that pupils would benefit from more work on online safety and future careers. This work is already underway.

The school has a culture of continuous improvement. Leaders, including governors, regularly ask staff and pupils what is working well and what could be better. The school ensures that staff receive appropriate training.

Staff at the school feel well supported. They know that their workload is well managed and that their well-being is a priority.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Many pupils struggle to recall the specific vocabulary they need to know to support their learning. This means that they find it difficult to explain their thinking and understanding. The school should further develop strategies for checking that pupils have retained key vocabulary and provide further opportunities for them to use vocabulary accurately in context.

  Compare to
nearby schools