Mortimer Primary School

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About Mortimer Primary School

Name Mortimer Primary School
Ofsted Inspections
Headteacher Mr P.J. Bennett
Address Mortimer Road, South Shields, NE34 0RW
Phone Number 01914554504
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 613
Local Authority South Tyneside
Highlights from Latest Inspection

What is it like to attend this school?

The school is a calm and purposeful place to be.

Everyone shows high levels of respect to others. Pupils are keen to help. For example, older pupils listen to younger pupils read.

Other pupils keep classrooms and the library tidy. The school embodies its motto of 'excellence for all'. Pupils are safe.

Pupils trust adults to keep them safe. Pupils know who to speak to if they are anxious about anything.

Right from their early years in school, children learn how to cooperate with adults and peers.

Behaviour in lessons is excellent. Pupils live up to the high expectations of staff. Pupils understand the importance of a strong work ethic.
...r/>Pupils achieve very well. The school prepares pupils well for their move to secondary school. There is a strong focus on careers education.

The school is aspirational for its pupils.

Pupils move sensibly around school. Pupils play happily together at breaktime, using the numerous pieces of equipment.

Play during lunchtime is less restrained and behaviour is not quite as good as at other times of the day. Bullying is exceptionally rare. Any instances of poor behaviour or pupils falling out with each other are swiftly sorted out by teachers.

Pupils describe teachers as being fair, with no favourites. Pupils' self-confidence and belief in themselves are integral to their success.

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

In most subjects, the curriculum is well structured.

The plans link essential knowledge to key ideas. For example, in geography some pupils connected learning through their understanding of human and physical geography. In these subjects, the school breaks down what pupils need to learn into small steps.

Pupils steadily build up what they know and can do. Pupils regularly revisit previous learning. Pupils confidently recall and apply what they have learned.

In a small number of subjects, the essential knowledge that pupils need is not sharply identified. Pupils struggle to connect learning and remember what they have learned in these subjects.

In most subjects, the school's checks on what pupils know and remember are effective.

The school uses this information to make necessary adjustments to planned learning. The school identifies, and provides extra help to, pupils in danger of falling behind. Pupils' work in books is mostly of a high standard, especially in English and mathematics.

Pupils look back in their books to remind themselves of what they have learned. In a small number of subjects, however, the work in pupils' books is of variable quality. In these subjects, work in books does not support pupils' learning as well as it needs to.

There is a sustained focus on reading from the start of Nursery through to the end of Year 6. There are daily phonics lessons. These are consistently delivered and highly effective.

Repetition and routine contribute strongly to pupils' rapid progress in reading, which starts in Reception. The school provides effective support to pupils who are in danger of falling behind in reading. Pupils quickly learn to read with fluency and expression.

Older pupils explain clearly who their favourite author is and why.

From the Nursery upwards, the school adapts work appropriately to meet pupils' needs. These adaptations include, for example, the use of visual timetables and lists of key vocabulary support pupils' learning by making clear the terminology they need.

The school has individual plans in place for pupils with special educational needs and/or disabilities (SEND). These plans clearly set out the specific support pupils with SEND need to achieve their potential. The school implements these support plans well.

The school provides additional adult support for pupils who need it. Some pupils have physical support, such as therapy putty or movement breaks.

The school promotes pupils' sporting and artistic interests effectively.

Pupils have access to many school clubs. These include clubs for team sports, sewing and performing arts. The school organises regular trips out to local parks, museums and monuments.

Pupils learn about their local community and heritage. Visiting speakers from the fire service and the police inform pupils about issues such as arson and antisocial behaviour. Pupils take on leadership roles.

For example, some pupils join the school's inclusion team. They learn how to advocate for people with different needs and lifestyles. The school involves pupils in their local community, for example through taking part in the harvest festival and Remembrance Day events.

Pupils raise money for good causes.

The school has recently implemented several improvement initiatives. These include a new approach to teaching mathematics.

The school has also introduced more ways to communicate with parents and carers. Most parents are glowing in their praise of the school.Governors provide strong support and challenge to the school.

Governors visit the school regularly to assure themselves that the school's offer to pupils is of high quality. These visits include checks on safeguarding and provision for SEND. Staff, including early careers teachers, are very positive about the support they receive from the school.

Staff morale is high.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few foundation subjects are not as well structured as they need to be.

In these subjects, the key ideas that link knowledge, and the most important knowledge that pupils need to know and remember, are unclear, including for pupils. This is limiting pupils' ability to remember more over time and connect new knowledge to previous learning. The school should ensure that all subjects are equally well mapped out so that pupils can learn equally well and remember more across the whole curriculum.

• There are inconsistencies between some year groups and some foundation subjects when work is recorded in pupils' books. This hinders some pupils' ability to reflect, look back, remember and make connections to previous learning. The school should ensure that the school's preferred approach to the recording of pupils' work is implemented consistently across the curriculum and is helping pupils to know and remember more effectively.

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