Marine Park First School

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About Marine Park First School

Name Marine Park First School
Ofsted Inspections
Headteacher Mr Stephen Easton
Address Park Road, Whitley Bay, NE26 1LT
Phone Number 01912534343
Phase Primary
Type Community school
Age Range 3-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 503
Local Authority North Tyneside
Highlights from Latest Inspection

What is it like to attend this school?

At Marine Park First School, pupils and staff live out their motto of 'Hand in hand we learn together' very well. There is a calm, purposeful learning atmosphere throughout the school.

Leaders have made a strong start with curriculum planning. They recognise that they are on a journey to continue to develop the quality of education. Leaders have high expectations for pupils academically and socially.

Pupils and staff feel safe and happy at school. Pupils have memorised, and have a deep understanding of, the school creed. The creed clearly sets out high expectations for behaviour and pupils respond well.

Pupils have a good understanding of bullying. On the rar...e occasion when inappropriate incidents occur, staff deal with them well. Leaders ensure pupils attend well.

Pupils like being part of a family group. They love being allocated to their group by the 'sorting hat' in a special assembly led by the headteacher. Pupils enjoy taking part in family group lessons and earning credits for their group to win rewards.

Leaders provide a wide range of rich experiences for the pupils. Pupils benefit from many educational visits, clubs and residentials. One of the school-run lunchtime clubs is a well-attended choir.

The tuneful, rhythmic, two-part singing is of an extremely high standard. Pupils benefit from strong links with the local community, such as with care homes and churches.

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

Leaders have created a well-planned curriculum.

Planning sets out the knowledge and skills they would like pupils to learn and remember over time, as seen in reading, mathematics, history, religious education (RE), science, computing and music. Leaders have identified the crucial concepts they would like pupils to learn in each subject. Leaders have implemented school-wide assessment systems to assess pupils' progress.

However, assessment systems are in the very early stages of development in RE. Subject leaders are well trained. They have strong knowledge which they use to support other staff effectively.

Pupils value the feedback they receive in lessons. They are achieving well. However, sometimes pupils' work needs to be more demanding in mathematics, as pupils are all given the same tasks.

Some pupils told inspectors that they would like to be challenged more in mathematics. Most pupils could talk in detail about their current and previous learning, for example in history, science and RE.

Leaders ensure that reading has a high priority in the school.

For example, World Book Day is celebrated across a whole week – not just a day! All staff have been trained in early reading. The school uses its chosen phonics scheme very well. Books are closely matched to pupils' phonics abilities.

This enables pupils to become confident readers. Staff ensure that pupils who are falling behind are quickly identified. Pupils receive effective additional support.

This helps them to catch up.Pupils enjoy reading both at school and at home. They value receiving rewards for doing so.

Pupils relish the daily story times and weekly library sessions.

The overwhelming majority of pupils behave extremely well during lessons and throughout the school day. Pupils enjoy earning rewards, such as credits and certificates for their good behaviour.

Pupils also respond well to the sanctions used by staff. Leaders have recently introduced a restorative approach in Year 3. The approach is working well and is understood by pupils.

Staff also use a nurture approach to ensure that the most vulnerable pupils are supported. Some pupils access the nurture garden at lunchtime and/or meet with the school counsellor once a week.

Pupils with special educational needs and/or disabilities (SEND) are supported appropriately.

During lessons, pupils with SEND access work that is matched to their needs well. Pupils also receive a wide range of effective interventions. As a result, they are making pleasing progress.

The early years leader has introduced ambitious planning to deliver the new framework. She has clearly defined the knowledge and skills she would like the children to learn across the full early years curriculum. Children access a range of meaningful learning activities.

For example, during science, technology, engineering and mathematics (STEM) week, children enjoyed creating ships and testing them to see if they would float or sink. Staff interact well with the children. They help to extend children's learning by modelling subject-specific vocabulary such as 'cargo'.

The indoor provision is particularly well organised and resourced. However, leaders recognise that the outdoor learning area needs further development to ensure that when children choose to learn outdoors they have the same opportunities as when they choose to learn indoors.

There is strong provision for pupils' personal and social education.

Pupils have an excellent understanding of the fundamental British values, such as respect. Their understanding of equality is exemplary. They told the inspectors that everyone is equal no matter their age, sex, sexual orientation, religion or skin colour.

Pupils are extremely knowledgeable about staying safe. They understand online safety, road safety and water safety well. Pupils enjoy taking responsibility in school.

Their roles of responsibility include school councillors, anti-bullying children representatives, Year 4 ambassadors and Year 4 Reception buddies. Pupils fulfil these roles to a very high standard.

Leaders and governors have high ambitions for the school.

They engage effectively with staff, pupils and parents and carers through questionnaires. Governors understand their roles. They focus on their subject link area thoroughly and with expertise.

Staff feel well supported by leaders with their workload and well-being.


The arrangements for safeguarding are effective.

Leaders have a thorough overview of safeguarding in the school.

They promote an effective culture. Leaders have ensured that all staff are well trained. As a result, staff know how to raise concerns.

Pupils who need help are identified and supported effectively. The necessary checks have been carried out to ensure that adults in school are safe to work with children.

Leaders ensure that pupils and families are taught how to keep safe online.

At the request of leaders, the local authority has produced a series of safeguarding videos which support parents.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The work that some pupils are given is not demanding enough in mathematics. As a result, some pupils are not making as much progress as they could.

Leaders need to ensure that the work planned for pupils provides an appropriate level of challenge. ? Assessment of RE is in development. As a result, teachers do not have a clear understanding of what pupils know and remember in this subject.

Leaders need to ensure that they develop and embed the effective use of assessment in RE. ? The outdoor provision in early years offers a limited range of resources and activities for the children. This is not in line with the early years leader's ambitious curriculum planning.

As a result, children are not accessing meaningful learning in all seven areas of learning outdoors. Children are not making as much progress as they could. Leaders need to develop the outdoor provision so that resources and activities promote learning across the full early years curriculum.

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