Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Lindsay Coates Acting Headteacher Balliol Primary School Chesters Avenue Longbenton Newcastle-upon-Tyne Tyne and Wear NE12 8QP

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Special measures monitoring inspection of Balliol Primary School

This letter sets out the findings from the monitoring inspection that took place on 25 and 26 June 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the second monitoring inspection since the school was judged to require special measures following the graded (section 5) inspection that took place in October 2023.

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Special measures monitoring inspection of Balliol Primary School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Special measures monitoring inspection of Balliol Primary School

During the inspection, Nicola Murray, Ofsted Inspector (OI), and I discussed with you and other interim senior leaders, staff, members of the interim executive board, the local authority and representatives from the multi-academy trust (the trust) who are supporting the school, the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. We also visited lessons, met with groups of pupils, observed social times and considered school documentation. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as requiring special measures.

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The position regarding the appointment of early career teachers will be

considered again during any monitoring inspection we carry out.

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The progress made towards the removal of special measures

Since the previous monitoring inspection there have been some changes in leadership. There is an interim executive board (IEB) carrying out governance responsibilities. Leaders have been appointed in agreement with the local authority and the IEB. Currently, there is an interim executive headteacher and acting headteacher leading the school. The school has appointed some new teaching staff since the last monitoring visit.

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The progress made towards the removal of special measures

During this visit, we focused on leaders’ actions and the school’s work to improve the quality of education, including in the early years, work to improve pupils’ behaviour and attitudes and the support for pupils with special educational needs and/or disabilities (SEND).

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The progress made towards the removal of special measures

With the support of the IEB and trust, the pace of improvement at the school has accelerated. The curriculum, which the proposed trust has supported the school in developing, continues to be suitably ambitious. The implementation of this is now more aligned to leaders’ high expectations in core subjects, such as reading and mathematics. The offer in the wider curriculum is less well implemented. The implementation of the wider curriculum does not consistently ensure that pupils build skills and knowledge over time. Pupils’ ability to recall and remember new knowledge is not secure. This is due to inconsistencies in how well the school makes checks on what pupils know and remember over time. Staff do not ensure that new learning consistently builds on what pupils already know. The school recognises that this is a priority area to improve.

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The progress made towards the removal of special measures

The school has acted promptly to further improve the support for pupils with SEND. Staff have benefited from training in this area. There is increasing purpose and effectiveness in the use of interventions to support pupils with SEND and pupils who need help to catch up. There is now more clarity and purpose in how some pupils with SEND are supported. Further work is required to ensure that classroom practice to support pupils with SEND is well matched to the needs of each pupil, enabling pupils with SEND to achieve the best they can.

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The progress made towards the removal of special measures

Leaders have created a climate for learning that is much improved. High expectations of how pupils should behave are more widely understood. Pupils’ learning in classrooms is more focused. Staff use their training and improved understanding of behaviour systems to address low-level disruption with more impact.

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The progress made towards the removal of special measures

The school rightly prioritises pupils being in school every day. Through the support from the proposed trust, procedures to improve pupils’ attendance are used consistently to help pupils to be in school regularly. However, rates of absence continue to be above national averages. They are showing some signs of improvement because of the school’s recent work in this area. Further work is needed to sustain this aspect of school development. The IEB has established a stronger culture of challenge and support. It consists of highly skilled governors who are effective in holding the school to account. Representatives from the local authority sit on the IEB. The IEB meets regularly and draws on a range of information from the proposed trust, school leaders and their own visits to school. Meetings show a sharp focus on the right aspects of school development. The IEB has effectively challenged the school around pupil welfare to bring about change. Along with

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The progress made towards the removal of special measures

school leaders and leaders from the proposed trust, there is more clarity about what the school needs to do to improve further. The IEB recognises the work needed to further develop the effectiveness of the curriculum. There are suitable plans to work together with leaders to achieve this.

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The progress made towards the removal of special measures

Interim leadership arrangements are providing more stability for the school. Leaders have acted quickly to ensure that staff are clear about what the school needs to improve. This is carefully linked to the school’s improvement action plan. Collectively, there is shared sense of purpose. This is enabling leaders at all levels to be more proactive in making the necessary changes needed. Staff continue to benefit from further training and networking opportunities. These are closely matched to the needs of staff and the school. Staff can explain how this is helping their professional development.

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The progress made towards the removal of special measures

Some parents and carers remain unhappy about the school. This, in part, relates to some aspects of communication between school and home, but not entirely. Leaders are clear in their plans to engage with parents to help them understand the changes being made in school.

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The progress made towards the removal of special measures

Leaders and staff have worked more effectively with support from the proposed trust. Together, this is increasing the capacity of the school to implement and embed the change needed. The system and procedures expected of staff are being used with increasing consistency to support improvement and bring about much-needed change. Along with those responsible for governance, leaders are bringing about these necessary changes with increasing impact.

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The progress made towards the removal of special measures

I am copying this letter to the chair of the board of governors, the Department for Education’s regional director and the director of children’s services for North Tyneside. This letter will be published on the Ofsted reports website.

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