|Name||Prudhoe Castle First School|
|Ofsted Inspection Rating||Good
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.
|Inspection Date||22 May 2019|
|Address||Castle Road, Prudhoe, Northumberland, NE42 6PN|
|Religious Character||Does not apply|
|Number of Pupils||60 (46% boys 54% girls)|
|Number of Pupils per Teacher||13.9|
|Academy Sponsor||Tyne Community Learning Trust|
|Percentage Free School Meals||13.7%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized first school. The proportion of pupils with SEND is below the national average. The proportion of pupils supported through the pupil premium is below the national average. Fewer pupils than average speak English as an additional language.
Summary of key findings for parents and pupils
This is a good school The headteacher and other leaders, including governors, are highly ambitious and have a clear vision for the school. They set high standards and expectations for everyone. Governors consistently challenge the school and hold all leaders to account for pupils’ outcomes. They know the school very well. The work of the school around personal development and welfare is outstanding. Parents highly praise the support given to their children and the sense of family and community within the school. In almost all year groups, current pupils, including disadvantaged pupils, make good progress in reading, writing and mathematics from their different starting points. However, the most able pupils in lower key stage 1 are not, as yet, consistently achieving the standards of which they are capable in writing. Pupils who have special educational needs and/or disabilities (SEND) achieve well because : their barriers to learning are quickly identified and checks on their achievement are thorough and accurate. The curriculum is well planned. Pupils’ spiritual, moral, social and cultural awareness is promoted effectively. Children achieve well in early years and are well prepared for Year 1 because of good leadership and teaching. Pupils benefit greatly from the caring and family ethos in all aspects of school life. Pupils are confident, happy and extremely well cared for. Teaching is good. Teachers plan interesting and stimulating lessons. Pupils are encouraged to explain and extend their answers through challenging questioning. Pupil behave extremely well, both in their lessons and at other times of the day. Pupils are respectful towards each other. Instances of bullying are very rare. Safeguarding arrangements are effective. Pupils say that they feel safe. Pupils’ current standards in science and topic work are good. Pupils experience high-quality learning opportunities that extend and develop subject-specific skills and knowledge. Leadership roles within the school have been developed and the impact can be seen in the quality of teaching and learning and pupils’ standards. However, further support is needed to extend the role of middle leaders and their impact at a whole-school level.