|Name||Leadgate Primary School - Split Site|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 March 2018|
|Address||Alder Grove and West Street, Leadgate, Consett, County Durham, DH8 7RH|
|Religious Character||Does Not Apply|
|Number of Pupils||197 (52% boys 48% girls)|
|Number of Pupils per Teacher||21.2|
|Percentage Free School Meals||38.6%|
|Percentage English is Not First Language||6.6%|
Information about this school
Since the last inspection, the school has extended its age range to incorporate a local infant school. The school operates across two split sites. Leadgate Primary is smaller than an average-sized primary school. Almost all pupils are White British. The proportion of pupils who are eligible for support through the pupil premium is well above average. The proportion of pupils who have SEN and/or disabilities is average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in English and mathematics.
Summary of key findings for parents and pupils
This is a good school The headteacher and deputy headteachers have established a ‘no excuses’ culture with a strong, dynamic vision for the school based on improving outcomes for all pupils. Pupils enjoy their learning and find lessons interesting, enjoyable and engaging. They are clear about how they need to improve their work. Between Years 2 and 6, teaching is consistently good, especially in key stage 2. Pupils make strong progress in most classes. Outcomes in reading, writing and mathematics in key stage 2 were substantially above that seen nationally in 2017. Subject leadership in mathematics and English is a strength in the school. In some subjects, leaders have an incomplete picture of the strengths and weaknesses in classroom practice and the level of care pupils take in presenting their work. Teaching assistants know their subjects well and are skilled at providing support to a range of learners. They work seamlessly with teachers in classrooms to ensure continuity in pupils’ learning. Pupils’ behaviour is a credit to the school. Pupils are polite and considerate. They are aware of their responsibilities to each other and adults. Early years outcomes are improving. Most children make a steady start to their schooling. However, opportunities to develop children’s communication skills are often missed and children do not engage well with unsupervised activities. School leaders do not always evaluate the impact of recent changes in the early years accurately. The provision for the welfare, personal development and spiritual, moral, social and cultural development of pupils is strong. It helps pupils explore, understand and be aware of their own and others’ uniqueness and needs. In addition, safeguarding is a strength of the school and pupils say they feel safe. Governors are playing an increasingly active part in the day-to-day life of the school and have a secure insight into what is required to improve the school further. Some of the information provided to governors lacks sufficient detail to enable them to fully hold school leaders to account.