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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Mrs L Lavelle
Address
Arisaig, Ouston, Chester le Street, DH2 1RQ
Phone Number
01914102599
Phase
Academy
Type
Academy converter
Age Range
3-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
258
Local Authority
County Durham
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school. Leadership and management are good. The headteacher and governors, with support from other leaders, lead the school well.
The areas for improvement from the previous inspection have been addressed systematically. As a result, the quality of teaching, learning and assessment has improved and is now good. Teachers plan and deliver engaging opportunities for learning that reflect pupils' interests and meet their learning needs.
As a result, teaching overall is consistently good and pupils achieve well. Occasionally, teachers miss opportunities in lessons to recognise when pupils could be moved on to new learning more swiftly and confidently... apply their learning. Pupils, including the most able, make good progress in a range of subjects, especially in writing.
The rate of progress of current pupils continues to improve. However, those pupils with low and middle prior attainment, including those who are disadvantaged, do not progress quickly enough to achieve even higher standards in mathematics. The provision for pupils who have special educational needs and/or disabilities and for disadvantaged pupils ensures high-quality support and good outcomes for pupils because : of strong and effective leadership.
The school's curriculum is well balanced to meet the needs and interests of pupils. Children who leave the Reception class with lower levels of literacy receive skilful support that helps them to catch up rapidly. A strong focus on spiritual, moral, social and cultural development allows pupils to discuss issues and have a good understanding of life in modern Britain.
Children have strong foundations put in place in the Reception class. The early years learning environment is stimulating and engaging, promoting opportunities for children to use their imagination and express themselves. Pupils' behaviour is good.
They take personal responsibility for their actions. They take part enthusiastically in lessons and are respectful and considerate to each other. The school is very calm and supportive and keeps pupils safe.
The role of middle leaders has not been fully developed in some aspects. As a result, their evaluation of assessment information is not being used well enough to ensure that teachers have high expectations for some ability groups.
Information about this school
The school meets requirements on the publication of specified information on its website.
The school is an average-sized primary school. The proportion of pupils who have special educational needs and/or disabilities is lower than the national average. The proportion of disadvantaged pupils supported by the pupil premium funding is lower than the national average.
The proportion of pupils from minority ethnic backgrounds is below the national average. Children in the school's Reception classes attend full time. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress by the end of Year 6.
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