The Glebe Primary School

Inspection of a school judged good for overall effectiveness before September 2024: The Glebe Primary School Pulford Road, Norton, Stockton-on-Tees TS20 1QY

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Outcome

The Glebe 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?

Pupils embody the values of this caring, supportive and nurturing school. At the heart of every decision made by the school are the needs of pupils. Pupils flourish because they are cared for deeply. The school has created an atmosphere where respect is commonplace. Pupils feel happy and safe in school. They are keen to learn and are very appreciative of the varied experiences the school provides for them.

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What is it like to attend this school?

Pupils show a respect and understanding of each other’s needs. They show consideration and care. Pupils are routinely kind to each other. Their behaviour at all points of the day is praiseworthy. The school has high expectations for all pupils in school. The expectations are modelled by an extremely dedicated, caring and skilful staff. The school is a place where each pupil is known as an individual and treated as such.

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What is it like to attend this school?

The school is aspirational for all pupils. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from a well-thought-out and ambitious curriculum that helps them to achieve well. Learning is brought to life through many additional experiences. These include visits to local theatres and museums, and residential stays.

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

From the early years through to Year 6, the knowledge that pupils should learn is clear. Pupils talk confidently about what they have learned previously. For example, Year 2 pupils in science talk about their knowledge of different types of germs and effective ways of getting rid of them. Year 3 pupils in history use their understanding to identify significant events in their local area. Across subjects, staff have the appropriate 25 and 26 March 2025

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knowledge they need to teach the curriculum. Well-considered questions are used to check pupils’ understanding.

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The school has a rigorous approach to identifying the needs of pupils with SEND. There are robust systems in place to ensure pupils with SEND get the help they need. The school’s highly effective support for pupils with SEND ensures that they achieve well.

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Early reading is a high priority. Staff are skilled in delivering phonics sessions. The school quickly identifies those pupils who are at risk of not keeping up. Pupils read books that allow them to practise the sounds that they know. Children read a wide variety of stories with their teachers. Older pupils enjoy reading and eagerly take books home from the school library.

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Throughout Reception and Nursery, children are given the opportunity to develop their early number skills. They are confident in talking about what they have learned about numbers. For example, children in Reception talk excitedly about double numbers and the different ways they can make the number 10.

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Children in early years settle to routines quickly. They concentrate, listen carefully and take turns when they play and talk together in class. Throughout their time in school, pupils are taught the importance of respect and helping others. Bullying is rare. Pupils know that it would be dealt with quickly and effectively by any adult in school. In discussion, pupils are articulate about their understanding that positive behaviour is not simply about ‘rules’. It is about how they live and act in and outside of school.

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Most pupils attend school and are eager to learn. However, the school’s attendance strategies are not reaching a small number of pupils who are persistently absent. As a result, these pupils miss out on learning the important knowledge and skills they need to achieve well.

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Pupils’ personal development is a strength of the school. Pupils show a determination that everybody should be treated equally and fairly. They learn about a wide range of cultures and to respect that all people are unique. Pupils’ talents and interests are enhanced through many clubs and activities. The school has put in place the ‘change makers’ group. This group of pupils provides opportunities to make changes both inside school and in the wider community. For example, the group contributed to a local authority safeguarding network on keeping themselves safe. Pupils are supported by all adults in school to be ambitious and aspirational for themselves. Even at such a young age, pupils are clear on what they can contribute to the world.

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The school is well led and managed. Governors have a good understanding of the school and the community it serves. Staff are positive about the way leaders consider their well- being and workload. Staff feel that they are a family in school and are proud to be part of it. 25 and 26 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s attendance strategies are not reaching some pupils who do not attend school often enough. They miss out on important learning, which hinders their achievement. The school should ensure that attendance strategies are further developed to support more pupils to return to school more regularly.

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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 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 second ungraded inspection since we judged the school to be good for overall effectiveness in February 2016.

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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. 25 and 26 March 2025

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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 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 10 and 11 December 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is larger than the average-sized primary school.  The proportion of pupils with SEND is above average.  The school does not make use of alternative provision.  The school provides a breakfast club.  The school provides an after-school club run by an outside agency.

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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 received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered 25 and 26 March 2025

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector held meetings with the headteacher, deputy headteacher, subject leaders, special educational needs coordinator, parent support teacher and staff responsible for attendance, personal development and behaviour.  In addition, the inspector spoke with members of the local governing body, including the chair and an external school development partner.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ books.  During the inspection, the inspector observed pupils’ behaviour in and outside of classrooms at different times of day. She spoke formally to groups of pupils, as well as talking to pupils in lessons and around the school.  The inspector listened to a sample of pupils read to a familiar adult.

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 The inspector reviewed a range of documents, including the school’s self-evaluation and improvement plans and information on the school’s website.  During the inspection, the inspector talked formally and informally with pupils and staff to gather information about school life. In addition, she took account of the responses to Ofsted’s surveys of the views of staff, pupils and parents.

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Inspection team

Anne Vernon, lead inspector Ofsted Inspector 25 and 26 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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