Linton Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Linton Primary School Linton, Morpeth, Northumberland NE61 5SG

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Outcome

Linton Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

‘Intentionally inclusive’ is the school’s motto. It does not fail in its ambition. Pupils from the village and surrounding areas play and learn happily together. Some of the most vulnerable pupils, who have experienced challenging starts to their school career, are welcomed and nurtured here. No stone is left unturned to get pupils the support and care that they need right from the start.

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What is it like to attend this school?

Strong and trusting relationships are the bedrock of the school’s success. The therapy dogs provide much comfort to many pupils. Pupils quickly understand the boundaries set for them and adhere to the school’s expectations. Occasionally, some pupils’ behaviour falls short of these standards. When this happens, skilled staff support them sensitively and effectively.

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What is it like to attend this school?

Pupils learn to show tolerance and respect to their peers. They know that staff will deal with any issues they might have swiftly. This helps them to feel safe.

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What is it like to attend this school?

The school sets high expectations for all its pupils. It does all it can to mitigate against the challenges to learning that some pupils experience. Staff apply a range of strategies to keep pupils engaged in their learning. The school does all it can to ensure pupils are prepared for their next steps successfully.

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

The school has developed a curriculum which is suitably ambitious for its pupils. It successfully takes account of the range of ages and abilities in each classroom. Staff are adept at breaking down the essential knowledge that pupils must learn into manageable steps. This enables almost all pupils to learn the curriculum well. Lessons provide frequent 25 March 2025

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opportunities for pupils to revisit prior learning. This helps pupils to remember more of what they have learned. Occasionally, some activities do not take sufficient account of the gaps in some pupils’ knowledge. When this happens, pupils do not have the required prior knowledge to be successful and they struggle to stay engaged in their learning.

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The school seamlessly weaves together subject curriculums with opportunities for social and emotional learning. For instance, outdoor learning in the woodland area is an important enhancement to the curriculum. As well as reinforcing subject learning, the school ensures that these opportunities help pupils to develop their wider personal skills effectively. For example, older pupils made treasure hunts for the younger pupils to follow. Their knowledge of instructional writing and direction enabled them to create treasure maps successfully. Pupils’ understanding of emotional regulation led to a fidget toy becoming the prize for the end of the hunt.

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Reading is high priority for the school. The recently refurbished library is well stocked with a range of familiar stories that pupils enjoy. The curriculum is founded on high-quality texts. In the early years, children get off to a great start with learning to read. They join in with lots of songs, rhymes, and sound games. Adult interactions are positive and encouraging. There is a strong focus on language development. Older pupils practise their reading with books well matched to their phonics knowledge. Those pupils who find reading more difficult benefit from the extra support they receive in school. The school has recently introduced a new phonics scheme. This has helped to ensure a consistent approach to phonics teaching. However, aspects of the scheme linked to early writing are more variable. The strategies to help pupils write with accuracy and fluency are not used consistently. As a result, some pupils do not develop their early writing skills as quickly as

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Robust systems are in place to ensure that pupils’ additional needs, including any special educational needs and/or disabilities (SEND), are identified promptly. Some pupils arrive at the school following difficult experiences in their previous school. The school is keen to ensure their time at Linton is successful. It works with a range of external agencies to put the right therapeutic support in place straight away.

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The school gives high priority to its pastoral support. During communal breakfast, pupils join in with uplifting songs and raps encouraging them to be the best they can be. Respect for others and the acceptance of difference is nurtured in abundance. Pupils build a sound understanding of healthy relationships and the importance of healthy bodies and minds. The school draws on strong links with the local community to help pupils develop an understanding of citizenship. Pupils are well prepared for life beyond the school.

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The school’s work to support pupils to attend school regularly and on time has been successful. Over time, the number of pupils who are persistently absent from school has reduced considerably.

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Governors draw on a range of knowledge and skills to support and challenge the school well. They have a secure understanding of how effective the school’s provision is. 25 March 2025

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Governors ensure that their decisions prioritise staff’s and pupils’ well-being. Staff value the support and training they receive and are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, teachers set learning activities that rely on prior knowledge some pupils do not have. This makes it harder for pupils to build knowledge cumulatively over time. The school should ensure that it supports teachers to design learning activities which addresses any missed or forgotten learning so that all pupils can achieve as well as they might.  Aspects of the school’s approach to the teaching of early writing are not fully embedded. This means that some pupils’ early writing skills do not develop as quickly as they should. The school should ensure that staff develop the skills and expertise to teach early writing consistently well.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019. 25 March 2025

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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, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 March 2025

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School details

Appropriate authority The governing body

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School details

Website www.linton.northumberland.sch.uk

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School details

Dates of previous inspection 25 and 26 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school provides a breakfast club for its pupils.  The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school has 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.  The inspectors met with the headteacher and members of school staff. Inspectors also met with representatives of the local authority and members of the governing body, including the chair.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 25 March 2025

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 To evaluate the effectiveness of safeguarding the 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 spoke with some parents during the inspection. They also considered the responses to Ofsted Parent View, including and free-text comments.  Inspectors considered the responses to Ofsted’s surveys for staff and pupils.

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Inspection team

Diane Buckle, lead inspector Ofsted Inspector

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Inspection team

Lynn George Ofsted Inspector 25 March 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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