St Aloysius Catholic Infant School, Hebburn

About St Aloysius Catholic Infant School, Hebburn Browse Features

St Aloysius Catholic Infant School, Hebburn


Name St Aloysius Catholic Infant School, Hebburn
Ofsted Inspection Rating Outstanding
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.
Address Argyle Street, Hebburn, NE31 1RZ
Phone Number 01914832274
Type Academy
Age Range 3-7
Religious Character Roman Catholic
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 23.1
Academy Sponsor Bishop Chadwick Catholic Education Trust
Local Authority South Tyneside
Percentage English is Not First Language 3.3%
Persisitent Absence 8.2%
Pupils with SEN Support 11.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (22 January 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school is federated with a nearby junior school. It shares the same headteacher and governing body. A number of staff have leadership responsibilities, including subject leadership, that are carried across both schools. The headteacher, a national leader of education, has been providing support as executive headteacher at St Michael’s Roman Catholic Primary School in Newcastle since March 2017. The deputy headteacher carries out additional responsibilities as head of school. The school has teaching school status and is a lead school within the Carmel Teacher Training Partnership. The school is an average-sized primary school. The proportion of pupils eligible for pupil premium funding is below average. The proportion of pupils with special educational needs is average. The vast majority of pupils are White British and the proportion of pupils who speak English as an additional language is well below average.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher and his senior team have inspired a culture of high expectation that infuses all aspects of the school’s work. Teachers and teaching assistants have sustained high standards of care and academic progress for pupils over time. Senior leaders provide staff with training and leadership opportunities that continually reinforce the quality of leadership at all levels across the school. Pupils show strong and purposeful attitudes to learning. Teachers have developed an exciting learning environment where pupils thrive in their work and play. Leaders and teachers use training and research highly effectively to inform and improve the quality of teaching. Leaders ensure that the quality of teaching is consistently effective. Teachers plan and pitch work sharply to enable pupils to make very strong progress from their starting points. High-quality teaching is complemented by customised interventions for individuals and small groups that are deftly managed to meet pupils’ needs. Governors are passionate in their commitment to the school’s values. They have developed thorough and distinctive systems to check school performance. The arrangements for safeguarding pupils are effective. Teachers are attuned to pupils’ welfare needs and their social and emotional well-being. Teachers provide highly effective support for pupils with special educational needs and/or disabilities (SEND). As a result, these pupils make very good progress. Teachers have developed high-quality provision in the early years. Children develop interests in reading, writing and numbers and gain confidence through the stimulating activities on offer. Subject leaders provide a broad and rich curriculum, enabling pupils to acquire knowledge and skills across a range of subjects. Thoughtfully planned systems are in place to support the progress of disadvantaged pupils. As a result, they make good progress, although differences in attainment and attendance remain.