Tyneview Primary School


Name Tyneview Primary School
Website http://www.tyneview.newcastle.sch.uk
Ofsted Inspection Rating Good
Inspection Date 14 January 2015
Address Winslow Place, Off Titan Road, Walker, Newcastle-upon-Tyne, Tyne and Wear, NE6 3QP
Phone Number 01912626227
Type Academy
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 288 (49% boys 51% girls)
Number of Pupils per Teacher 16.3
Academy Sponsor Newcastle East Mixed Multi Academy Trust
Local Authority Newcastle upon Tyne
Percentage Free School Meals 40.4%
Percentage English is Not First Language 6.9%

Information about this school

Tyneview Primary is an average-sized primary school. The proportion of pupils from minority ethnic backgrounds and for whom English is not their first language is well below average, but rising. The proportion of pupils with disabilities or special educational needs is above average. The proportion of disadvantaged pupils and therefore eligible for support through the pupil premium is well above average. (The pupil premium is additional government funding to support children who are known to be eligible for free school meals and those children who are looked after by the local authority.) The school has an additional resource centre to cater for 8 pupils from across the local authority who have been identified as having communication difficulties. Early Years provision is part time in the Nursery and full time in Reception. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. The school has achieved a large number of awards including Artsmark Gold, Investing in Children and the International Schools Award. The school has recently experienced a number of changes in staffing.

Summary of key findings for parents and pupils

This is a good school. Leaders, including governors, make sure teaching is good, so that all pupils achieve well. The senior leadership team, led very effectively by the headteacher, is highly ambitious for the school and is determined to raise further the attainment of all pupils and improve their well-being. Recent actions have ensured that achievement is good and improving. The governing body is well informed and holds the school to account, asking challenging questions. It checks the effectiveness of the school’s performance and is highly supportive of the school. Children in the Nursery and Reception classes make a good start in their writing and understanding of number. They quickly develop skills that allow them to play together confidently and independently, both inside and outside. The additional resource centre provides high quality education and care for its pupils, some of whom are reintegrated well into other classes for parts of the day. Pupils’ progress from their starting points is now at least good in every year group, including those who are disadvantaged and those with special educational needs or who are disabled. Teaching is good, which results in pupils learning quickly and enjoying their lessons. Teachers apply their high expectations to all subjects, allowing pupils to use their skills in reading, writing and mathematics in all lessons. Support staff are highly skilled in supporting the learning of individuals and groups of pupils in every class, and make a significant contribution to these pupils’ progress. The behaviour of pupils is good. There are high levels of trust and respect between pupils and adults in school. Pupils feel extremely safe, and their attendance is steadily improving. They are usually eager to learn, and are very proud of their school. It is not yet an outstanding school because : The rates of progress made by pupils over time have not yet been consistently outstanding across all year groups. Occasionally some pupils, especially the most able, are given insufficient challenge in lessons. High quality marking and feedback to pupils is not consistently seen in every year group. In the early years and Key Stage 1 pupils do not get off to a fast enough start with their early reading skills.