Rickleton Primary School

Inspection of Rickleton Primary School Vigo Lane, Rickleton, Washington, Tyne and Wear NE38 9EZ

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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 Good 17 and 18 June 2025

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What is it like to attend this school?

Pupils attend a school where excellence is the norm. The school has high expectations for all pupils. There is a belief that all pupils can aim to be whatever they want to be. Adults’ high expectations of pupils are realised. From the youngest to the oldest, all pupils achieve exceptionally well academically, socially and emotionally. The ambitious expectations set by the school flow through all aspects of school life.

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What is it like to attend this school?

The school values of ‘responsible, proud and safe’ are at the centre of the school’s curriculum and ethos. Pupils are happy, safe and proud to be part of Rickleton Primary School. They benefit from a rich set of experiences that enhance learning and support their personal development. For example, pupils participate in residential visits that help them to develop independence and resilience. They also enjoy taking part in a range of extra-curricular clubs, such as circus skills and coding.

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What is it like to attend this school?

Pupils are respectful to each other. They have a well-developed sense of tolerance and equality. They have highly positive attitudes to their learning. This means that lessons proceed without disruption in all areas of school. Pupils thrive throughout.

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

Pupils study a rich and ambitious curriculum. The school has tailored the curriculum to the local area and its heritage. It provides pupils with a deep body of knowledge. The curriculum is well sequenced. It builds pupils’ knowledge, understanding and skills in a coherent way. Pupils make strong links between previous and current learning. They know how their current learning will help them in the future because of the school’s ‘aspirational concepts’ approach. In the early years, children gain the early reading skills and mathematical knowledge they need. The curriculum in the early years prepares children exceptionally well for Year 1 and beyond. Pupils make links across the curriculum.

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

The provision for pupils with special educational needs and/or disabilities (SEND) is carefully planned. The school identifies swiftly any pupils with potential additional needs. Staff are adept at making changes to lessons to support pupils with SEND to access learning alongside their peers. Consequently, they achieve extremely well.

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

The school’s reading curriculum is highly ambitious. Staff teach reading very effectively. Pupils develop into fluent and confident readers. Consistent teaching of a well-established phonics programme means that pupils achieve well. This includes pupils with SEND, who benefit from precise guidance. Staff quickly identify pupils with gaps in their phonics knowledge. These pupils get effective support to make swift progress.

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

Pupils’ behaviour and attitudes are exemplary at all times of the school day. Pupils know it is their responsibility to meet the school’s high expectations of behaviour and conduct. They show high levels of respect for themselves, other pupils and adults.

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

The values of the school underpin the exceptional provision for personal development. The school ensures that the content of personal development programmes prepares 17 and 18 June 2025

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pupils exceptionally well for life in modern Britain. Pupils have a detailed and empathetic understanding of equality and discrimination. Their knowledge of protected characteristics is exemplary. Pupils show great empathy towards their differences. The school has carefully planned out a wide range of rich experiences for pupils, and the take-up by all pupils is high. The school considers carefully how to nurture pupils’ talents and interests. Some pupils have additional opportunities to develop specific life skills, such as managing money and preparing meals, through a preparation for adulthood programme. There is a high focus on teaching pupils to support their own mental well-being. Opportunities for leadership and character development are extensive. Pupils relish taking on roles of responsibility, such as being a mini medic, a peer mentor or an eco-councillor.

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Staff receive regular and highly effective professional development. The school prioritises staff well-being and ensures that staff workload is manageable. The governing body performs its duties with appropriate rigour. It has a clear oversight of the school’s effectiveness. The school involves parents and carers in the life of the school. Parents appreciate this and speak positively about the way in which the school communicates with them.

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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, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 17 and 18 June 2025

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School details

Appropriate authority The governing body

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School details

Website www.rickletonprimary.co.uk Dates of previous inspection 20 and 21 March 2024, under section 8 of the Education Act 2005

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Information about this school

 The school provides before- and after-school childcare provision. This is overseen by the governing body.  The school uses one registered alternative provider.

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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.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 17 and 18 June 2025

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 The inspectors met with the headteacher, deputy headteacher and other leaders. They met with representatives from the governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and music. As part of the deep dives, the inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also looked at pupils’ work and spoke to leaders and pupils in some other subjects.  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 the behaviour of pupils during lessons and at social times.

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 Inspectors spoke to pupils and parents during the inspection.  Inspectors scrutinised a range of documents, including governing body minutes, the school’s self-evaluation and development plan.  Inspectors considered the responses to the online staff questionnaire. They also considered the responses to Ofsted Parent View, Ofsted’s online questionnaire.

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Inspection team

Nichola Irving, lead inspector Ofsted Inspector

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Inspection team

Andrew James Ofsted Inspector 17 and 18 June 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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