Tweedmouth West Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Tweedmouth West First School Osborne Road, Berwick-upon-Tweed, Northumberland TD15 2HS

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Outcome

Tweedmouth West First 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?

There is a strong sense of pride in belonging to this school, shared by pupils, staff and parents and carers. The curriculum supports pupils to develop a strong sense of personal identity while understanding their place in the wider world. The simple vision of ‘to be our best’ is well understood and permeates throughout the school community.

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What is it like to attend this school?

The school has worked hard to develop the curriculum since the previous inspection. This is already bearing fruit, as pupil outcomes are improving. Pupils achieve well.

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What is it like to attend this school?

Pupils’ behaviour is excellent. This is because the school has high expectations that are consistently modelled by staff. Classroom routines are well established, and pupils can concentrate on their learning without distraction. A focus on developing oracy means that pupils know how to disagree respectfully. As a result, pupils feel happy and safe in school. Parents value regular communication from the school and say that it swiftly deals with minor issues.

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What is it like to attend this school?

The school offers a daily breakfast club and a variety of after-school clubs. For example, screen club, where pupils work with local filmmakers and artists. Pupils participate in an impressive number of sports clubs and local competitions.

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

The school has undertaken a comprehensive review of the curriculum. Key knowledge and skills are mapped out effectively. This is intended to help pupils build on what they already know as they move through the curriculum. For example, in art and design, pupils learn about colour mixing and perspective so that they can apply these skills when studying the work of significant artists. However, sometimes, learning tasks do not help pupils to build on and embed knowledge. This is because teachers do not regularly check 20 May 2025

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on what pupils know and can remember. As a result, some tasks do not consider pupils’ existing knowledge or gaps in their understanding. This hinders how well pupils achieve.

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Reading sits at the heart of the curriculum. Children build their phonics knowledge from the beginning of the Reception Year. Pupils have regular opportunities to practise the sounds they are learning in their writing. Staff are well trained to deliver the phonics programme with consistency. They quickly identify pupils who are at risk of falling behind and provide the additional help they need to ‘catch up’ with their classmates. A new English curriculum has been introduced from Reception to Year 4. There are new, high- quality texts that promote a love of reading, develop comprehension skills and serve as a stimulus for pupils’ writing. As a result, the quality of pupils’ writing is improving. Pupils in key stage 2 read with fluency and confidence.

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There is a strong emphasis on building pupils’ communication skills and extending their vocabulary throughout the curriculum. For example, in mathematics, children in the Reception Year build a secure understanding of number. The early years environment provides rich and stimulating opportunities for children to independently explore concepts such as ‘one more’ and ‘one less’. Adults are skilled at questioning children to develop their explanations. As pupils progress through school, they can confidently apply their learning through problem-solving tasks and clearly explain their mathematical reasoning.

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The early identification of pupils with special educational needs and/or disabilities (SEND) ensures that pupils receive the additional support they need. Pupils with SEND are enabled to learn alongside their classmates. They are supported by appropriate adaptations to the curriculum and the learning environment. Pupils with social, emotional and mental health needs receive therapeutic support, such as sensory circuits. This helps them to self-regulate so they are ready to learn. Support plans are precise, and staff are well trained to deliver any targeted interventions.

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Pupils are well prepared for life beyond school. The curriculum is enriched with frequent visits and visitors into school. For example, pupils visited an art gallery for a joint arts project with pupils from another school. Pupils learn about different faiths and beliefs, which develops their understanding of global diversity. Pupils say it doesn’t matter if someone is different because everyone is treated the same in this school. Pupils have an age-appropriate understanding of fundamental British values, such as when explaining how school councillors are voted for democratically. The curriculum helps pupils to stay safe. For example, pupils learn about healthy relationships, and they have a secure understanding of online safety.

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Governors know the school well. They keep a close check on school improvement priorities. This enables them to offer practical support and appropriate challenge to leaders. Staff value the support they receive and appreciate the opportunities on offer for their continued professional development. Staff say leaders are approachable and considerate of their well-being. They appreciate strategies that have been introduced to reduce their workload. 20 May 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 has not ensured that checks on what pupils know and can remember are effective enough. As a result, learning activities sometimes do not match pupils’ starting points or enable them to build their knowledge well over time. The school should ensure that its approaches to assessment are used consistently and support pupils to build a secure body of knowledge across the curriculum.

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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 first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020.

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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. 20 May 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). 20 May 2025

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School details

Appropriate authority The governing body

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School details

Website www.tweedmouthwest.northumberland.sch .uk Dates of previous inspection 11 and 12 February 2020, under section 5 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.  The school offers a breakfast club and after-school club.

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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.  Inspectors met with leaders and held a discussion with the governors, including the chair of the governing board. Inspectors met with a local authority representative from Northumberland County Council.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 20 May 2025

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 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 observed pupils’ behaviour throughout the day. Inspectors spoke to pupils about their views on behaviour in school. Inspectors considered how the school supports pupils’ personal development.  Inspectors spoke with a number of parents at the start of the school day. Inspectors analysed responses to Ofsted Parent View, including the free-text comments. Inspectors also considered the responses to Ofsted’s online staff survey.

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Inspection team

Andy Jones, lead inspector Ofsted Inspector

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Inspection team

David Milligan Ofsted Inspector 20 May 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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