Brighton Avenue Primary School

Inspection of Brighton Avenue Primary School Brighton Road, Gateshead NE8 1XS

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Inspection dates: 11 and 12 February 2025

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since October 2014. 11 and 12 February 2025

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What is it like to attend this school?

From the moment they arrive, pupils thrive in this happy school. Whatever their background or culture, they value each other and achieve very well. Pupils make a big contribution to this success. Their work in groups such as young interpreters and pupil champions is inspirational.

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What is it like to attend this school?

Staff have an absolute determination that every pupil will succeed. They leave nothing to chance. Pupils with special educational needs and/or disabilities (SEND) receive exceptional support. They play a full role in the life of the school. Pupils who are new to the school are quick to settle. They make friends and become part of the Brighton Avenue ‘family’.

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What is it like to attend this school?

Pupils enjoy their learning. They work hard and reach high standards across the curriculum. They deepen their learning through regular visits to museums and places of interest. Pupils meet a wide range of visitors and learn about different careers. The excellent quality of education prepares them well for the next stage of their learning.

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What is it like to attend this school?

Behaviour in lessons and outside the classroom is exemplary. Pupils strive to meet the school’s high expectations. Relationships within school are very strong. Pupils feel safe and well supported, both by staff and their peers.

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What does the school do well and what does it need to do better?

Leaders, including governors, are relentless in overcoming any barriers to pupils’ success. They make every effort to get to know pupils’ families. Parents and carers are welcomed into school for regular stay-and-play sessions and assemblies. Leaders are at the school gates at the beginning and the end of the school day. The quality and range of support for families is exceptional. Consequently, the school has a thorough understanding of pupils’ needs. There is a clear rationale behind every aspect of the school’s provision.

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What does the school do well and what does it need to do better?

The school’s curriculum is very strong. Key learning and vocabulary in each subject are well sequenced. Pupils get regular opportunities to revisit and build on what they have learned. Staff support pupils’ understanding by connecting learning in different subjects. They are well trained and have exceptional subject knowledge. They feel well supported and are proud to work at the school. As a result, pupils gain a thorough knowledge of the curriculum and achieve excellent outcomes. Pupils who are new to the school benefit from the strength of the curriculum and teaching. They quickly catch up with their peers.

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What does the school do well and what does it need to do better?

Provision for pupils with SEND is superb. The school has specialist staff and makes effective use of external expertise. This ensures that the school identifies pupils’ needs early. Consequently, plans to support pupils are detailed and accurate. Strong systems within school result in smooth transitions between year groups. In class, pupils with SEND learn through activities that focus on important content. They receive timely prompting and guidance from staff when needed. The school’s approach enables pupils with SEND to learn alongside their peers. They achieve very strong outcomes. 11 and 12 February 2025

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Reading is a particular strength of the school. The youngest children in Nursery enjoy a rich range of stories, songs and rhymes. The strong focus on vocabulary within the curriculum starts here. Children are ready to learn phonics when they reach Reception class. Pupils get regular opportunities to read and write the sounds they learn. They quickly become fluent readers. They enjoy reading with older pupils. Parents receive considerable support to help their children read at home. Pupils at risk of falling behind receive extra phonics lessons and reading practice. This helps them catch up. As a result, pupils become confident, fluent readers and achieve high standards in key stage 2 tests.

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The school’s programme for the personal development of pupils is excellent. Pupils in the school are all ‘STARS’ – safe, together, aspirational, resilient, successful. These attributes are embedded throughout the school and contribute to pupil’s exceptional behaviour. All pupils learn first aid and have an impressive understanding of how to stay safe online. Pupils take responsibility and help each other. This contributes to a deep respect for difference. Pupils value the support of their peers as highly as the support they receive from staff. They demonstrate considerable maturity in their attitudes to each other.

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The quality of provision in the Early Years is exceptional. It offers every child, regardless of need, the very best start to learning. Staff establish strong routines and expectations. Children are quick to live up to them. Children learn with ease and independence. They use ambitious language with adults and each other. This is because the curriculum is carefully planned and delivered. Access to high-quality resources enhances children’s ability to explore, play and learn. They enter Year 1 as confident learners.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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, 11 and 12 February 2025

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looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 and 12 February 2025

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School details

Website www.brightonavenueprimaryschool.org

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School details

Dates of previous inspection 14 and 15 October 2014, under section 5 of the Education Act 2005

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Information about this school

 The school expanded to become two form entry in September 2024. Between then and the time of inspection, 63 pupils joined the school.  The school offers a breakfast club provision to all pupils.  The school does not use alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 11 and 12 February 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and with governors. The lead inspector also held conversations with a representative of Gateshead local authority.  Inspectors spoke with leaders about the provision for pupils with SEND and considered relevant documentation and practice.  Inspectors spoke with teaching and support staff and considered responses to Ofsted’s staff questionnaire.  Inspectors met with pupils throughout the inspection, both formally and informally, during breaktimes and in lessons. They also considered responses to Ofsted’s pupil survey.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and religious education. For each deep dive, inspectors met with subject leaders, visited lessons, talked with pupils and looked at pupils’ work. Inspectors also spoke

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with pupils about their learning in other subjects.  Inspectors considered the content of governing body minutes and other documentation.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the responses to Ofsted Parent View, Ofsted’s online questionnaire, and spoke with parents at the beginning of the school day.  Inspectors considered pupils’ behaviour in and outside lessons. Inspectors also considered school behaviour records and spoke with pupils about behaviour.

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Inspection team

Ian Dawson, lead inspector Ofsted Inspector

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Inspection team

Jacqueline Mowat Ofsted Inspector 11 and 12 February 2025

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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.

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