Bullion Lane Primary School

Inspection of Bullion Lane Primary School Bullion Lane, Chester le Street, County Durham DH2 2DP

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 19 and 20 March 2024

p.1

What is it like to attend this school?

Pupils benefit from a strong curriculum in reading, writing and mathematics. They achieve well. This prepares them effectively for the next stage in their education. Pupils enjoy coming to school. They show an enthusiasm for learning. The atmosphere in school is welcoming and inclusive. Pupils with special educational needs and/or disabilities (SEND) are particularly well supported to learn and achieve alongside their peers. This reflects the high aspiration that the school has for all its pupils.

p.2

What is it like to attend this school?

Pupils enjoy warm and supportive relationships with their teachers and other adults in school. They are comfortable sharing any worries or concerns that they may have. Pupils understand and follow the ‘golden rules’ for good behaviour, such as kindness and respect. Sometimes, there is unkind behaviour in school and pupils may occasionally fall out with each other. However, pupils say that teachers help them to resolve things.

p.2

What is it like to attend this school?

There is an exciting programme of enrichment activities available to pupils. The school has a swimming pool on site. Every pupil has the opportunity to learn to swim and become proficient in water safety. Pupils also take part in regular school productions and sports festivals. They take part in ten-pin bowling, along with a range of other opportunities. Pupils also consolidate their learning outside the classroom through visits to places, such as Beamish Museum and Durham Cathedral.

p.2

better?

Early reading is the foundation of the school’s effective core learning offer. Leaders provide timely refresher training for all staff involved in teaching pupils to read. This training sharpens the support given to pupils who need more help with learning to read. Regular, carefully targeted extra tuition is effective in helping these pupils to catch up quickly.

p.2

better?

The wider enjoyment of reading shines through when pupils talk about books. They have access to a diverse range of texts and genres. Pupils confidently explain the plots and characters from a variety of modern novels, along with some classics, such as Sherlock Holmes and ‘The Lion, the Witch and the Wardrobe’. Pupils are excited about the opportunity to choose books from the ‘secret library’ along with the main library.

p.2

better?

Mathematics is also a strength of the school’s curriculum. Pupils demonstrate an age-appropriate grasp of mathematical vocabulary, problem-solving and reasoning. Although the breadth and scope of the curriculum in the foundation subjects is a strength, it is less well established. The school has carefully considered what pupils need to know and understand in subjects, such as history and art and design. However, there is more work to do to ensure that pupils learn this curriculum effectively. The activities that pupils undertake in lessons are not routinely focused on the most important knowledge and skills. 19 and 20 March 2024

p.2

3

Pupils with SEND receive the support they need in order to succeed. The school works effectively with parents to identify barriers to learning and to carefully prepare for the next steps that pupils need. As pupils with SEND progress through the school, they are supported to develop increasing independence. Pupils with SEND work alongside their peers and access the same curriculum offer and enrichment opportunities.

p.3

3

Children in the early years make a strong start to their school life. Staff are knowledgeable, responsive and patient as they listen and respond to children. Children make independent use of the indoor and outdoor environments to support their physical development. There are strong foundations in place for pupils to develop their language and mathematical skills. Children are well prepared for Year 1.

p.3

3

Pupils’ overall attendance at school has improved in the past year, this remains broadly in line with the national average. Most pupils attend regularly but there are some pupils who are still not in school as often as they should be. The school ensures that attendance is a high priority. They are working effectively with families to show the importance of good attendance.

p.3

3

The school’s programme for personal development is broad and balanced. Pupils are especially confident in their understanding of healthy relationships and how to keep themselves safe, both online and in the local community. The opportunity for pupils to share any concerns with the school’s ‘discuss with Gus’ offer, is one of many strategies to develop positive mental health.

p.3

3

School leaders and governors have an unwavering commitment to the school and its community. They recognise the important role education plays in improving pupil’s future prospects. Parents are very well represented on the governing body. Staff enjoy working at the school. They recognise and value the support they receive to manage workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some foundation subjects, the resources and activity choices are not matched carefully enough to the important knowledge that the school wants pupils to learn. This means that pupils are not remembering the curriculum in the long term. The school should match activity choices and resources to focus precisely on the required key knowledge and skills so that pupils learn the intended curriculum and can recall this over time. 19 and 20 March 2024

p.3

4

 Some pupils do not attend school as often as they should. This means that they are missing out on important learning and personal development that will help them in the next stage of their education. The school should maintain their focus on applying consistent systems and strategies to support the high attendance of all pupils.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 19 and 20 March 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 17 October 2018, under section 8 of the Education Act 2005

p.5

Information about this school

 The nursery has provision for two-year-olds.  The school does not use any alternative education providers.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

Inspections are a point-in-time judgment about the quality of a school’s education provision.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other senior leaders and governors. Inspectors also met with a range of other staff. 19 and 20 March 2024

p.5

6

 The lead inspector studied a variety of documents. These included the school’s development plan, minutes of governing body meetings, attendance information and safeguarding records.  The views of parents and carers, staff and pupils were gathered through Ofsted’s surveys and face-to-face discussions.  The views of pupils were considered by meeting with them to talk about their learning and by speaking to them in lessons and at social times.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and art and design. For each deep dive, the inspectors met with subject leaders, discussed the curriculum, visited a sample of lessons, spoke with some pupils about their learning and looked at samples of their work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and

p.6

6

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first

p.6

Inspection team

Carl Sugden, lead inspector Ofsted Inspector

p.6

Inspection team

Kathryn Fenwick Ofsted Inspector 19 and 20 March 2024

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7