Archibald First School

Inspection of Archibald First School Archibald Street, Gosforth, Newcastle-upon-Tyne, Tyne and Wear NE3 1EB

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good 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 March 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 29 and 30 April 2025

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What is it like to attend this school?

Pupils are eager to learn at this warm and caring school. They love learning here and are happy to be part of the Archibald community. Strong and secure relationships between staff and pupils help pupils to feel safe. Pupils’ behaviour is exemplary. Pupils set an excellent example to each other in their attitudes to learning. This starts when children join the early years provision.

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What is it like to attend this school?

The school has high expectations for pupils. The curriculum is ambitious and broad. Pupils rise to these ambitions and achieve well. They talk enthusiastically about their learning. Pupils are keen to do well.

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What is it like to attend this school?

The school’s visions and values, including being curious and courageous, are understood by the whole school community. Pupils are exceptionally proud of their contribution to the school. ‘Waste warriors’ and ‘art ambassadors’ talk confidently about the difference they make to school life. Pupils know how to treat each other fairly. They listen to each other’s ideas and views attentively. It is clear that everyone is welcome here. School visits and visitors enhance the school’s offer. The school uses local amenities such as art galleries and places of worship effectively.

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What is it like to attend this school?

Parents are overwhelmingly positive about the school. They celebrate the care the school offers their children and families.

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

Pupils enjoy an exciting and ambitious curriculum. The school is sharply focused on all pupils being the best they can be. Important concepts, knowledge and skills are carefully mapped out. This helps pupils build knowledge and skills well over time. They are well prepared for their next steps in learning.

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

Opportunities to connect knowledge through ‘link it’ activities help pupils revisit previous learning. Teachers check understanding regularly to help pupils understand new ideas. The subject-specific vocabulary and key knowledge pupils need to know is clear in most subjects. This clarity helps pupils talk about their learning with confidence. In a small number of subjects, learning activities are not matched effectively to the knowledge and skills the school wants pupils to know and remember. This means pupils cannot build on previous learning as effectively as they could. The school’s work on developing this has begun.

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

The school is effective in supporting children in early years to develop their communication skills. Staff are well skilled in supporting children’s development. They take the time to explain new ideas or introduce new language with precision. Children delight in the nursery rhymes they want to sing. Reading is a high priority in school. From early years onwards, pupils enjoy a wide range of texts. The early reading offer is effective. Pupils enjoy books that help them practise the sounds they know. Staff use consistent resources and strategies to help younger pupils learn to read. 29 and 30 April 2025

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The school carefully considers the needs of pupils, including pupils with special educational needs and/or disabilities (SEND). Careful and effective early identification of needs helps pupils with SEND get the support they need to achieve well. Thoughtful adaptations and resources help pupils learn effectively alongside their peers. The school is highly inclusive.

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Well-established routines and expectations help children make a flying start in early years. Children learn and play together cooperatively. Careful staff interactions help children develop high levels of focus and independence. These positive attitudes to learning set children up well for moving through the school. Pupils are polite, well mannered and respectful towards each other and adults. Social times provide ample opportunity for pupils to play together harmoniously. A wide range of exciting and engaging activities support pupils’ relationships. For example, they make samosas in the mud kitchen or build complex den structures with care. Regardless of age, pupils play together exceptionally well. Pupils want to come to school. This is reflected in high attendance rates.

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A carefully considered personal, social and health education curriculum gives pupils the knowledge to keep healthy and safe. Pupils know how to keep healthy both physically and mentally. This includes being active and not having too much ‘screen time’. Pupils understand equality and diversity in detail. The respect they have towards each other in the school community is ever-present across the school day. Fundamental British values are celebrated. Pupils have very detailed knowledge of where British values are lived out in school and in the community. Pupils model these values well in their attitudes to school life and each other.

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Governors, leaders and staff are proud of the school community they have nurtured. Governors’ support for the school enables the school to improve and develop continually. Staff are proud to be part of this school. They are well supported by knowledgeable leaders and governors.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, the implementation of the curriculum does not match the ambition of the curriculum. This impacts pupils’ ability to deepen and connect their learning effectively. The school should ensure that the curriculum’s implementation is fully embedded across all subjects to enable pupils to secure and deepen their knowledge further.

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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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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). 29 and 30 April 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 31 March and 1 April 2015, under section 5 of the Education Act 2005,

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Information about this school

 The school has Nursery provision for three-year-olds.  The school uses two unregistered alternative provisions.

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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.  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. 29 and 30 April 2025

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 Prior to the inspection, the lead inspector reviewed documents on the school’s website, as well as published information about the school’s performance and previous Ofsted inspections.  Inspectors spoke with the headteacher, the deputy headteacher, senior leaders, leaders for SEND and subject leads as part of the inspection.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and religious education. Inspectors discussed the curriculum with subject leaders, visited a sample of lessons and spoke to teachers and teaching assistants. They spoke to pupils about their learning and looked at samples of pupils’ work. Inspectors listened to pupils read with a familiar adult. Inspectors also looked at pupils’ work in other subject areas.  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

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extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors gathered the views of parents formally through responses to Ofsted’s online survey, Ofsted Parent View, and free-text responses. The views of staff were considered through the staff survey and meetings with them. Pupils’ views were considered through meetings with them.  Inspectors spoke with representatives from the local governing body and the local authority and those responsible for school improvement.  Inspectors observed pupils’ behaviour in classes, at breaktimes and at lunchtime.

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Inspection team

Emily Stevens, lead inspector His Majesty’s Inspector

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Inspection team

Melanie Maitland Ofsted Inspector 29 and 30 April 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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