Gurney Pease Academy

Gurney Pease Academy

Address: Dodsworth Street, Darlington, County Durham, DL1 2NG Unique reference number (URN): 138362

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Attendance is a priority for leaders at Gurney Pease. They have clear systems in place to track attendance and they use them successfully to identify pupils who face barriers. Leaders work proactively to put the right level of support in place. Although attendance is not at the national average, leaders have brought about a sustained and steady improvement over time.

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Attendance and behaviour Expected standard

Pupils enjoy school and talk positively about the staff and the support they receive. They know the new school rules are ‘be ready, respectful and safe’ and think that they are fair. Leaders ensure that pupils understand these rules and follow them. Staff typically have high expectations of behaviour. Classrooms are productive and routines are followed closely. Pupils generally engage enthusiastically in lessons and work hard. At social times, pupils mix well and play cooperatively. Bullying is rare and not tolerated. If it occurs, staff deal with incidents quickly and effectively.

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Attendance and behaviour Expected standard

Leaders ensure that pupils with special educational needs and/or disabilities who need extra help to manage their emotions are supported effectively. For example, pupils with social, emotional and mental health needs access resources in classrooms that help them to stay calm and sustain their concentration. Leaders ensure pupils receive targeted and regular support in understanding and managing their feelings, when necessary.

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Early years Expected standard

Leaders ensure that children get off to a positive start in the early years. Staff provide warm, nurturing support for children and engage with parents and carers well. They support children to make secure progress from their starting points. Leaders have designed the curriculum carefully from the 2- and 3-year-old provision onwards, prioritising children's language development, talk and communication. Typically, there are high-quality interactions between staff and children. Staff model speaking in full sentences, ask effective questions and prompt children to articulate their ideas, which they do with increasing accuracy and clarity.

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Early years Expected standard

The early years environment is purposeful. Children engage confidently and independently across a range of carefully designed activities that help prepare them for the next stage of learning. Children aged 2 and 3 years are encouraged to make independent choices, such as when decorating pancakes. Children learn to sustain their concentration through self- chosen tasks, including drawing, that helps them to develop their pencil grip and construction that supports children’s problem-solving skills.

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Early years Expected standard

Leaders prioritise reading. Although the phonics programme is new, it is taught effectively in the early years. Staff provide opportunities for children to practise the sounds they have learned and blending those sounds, across a range of activities in the provision. This supports children to secure their phonics knowledge and accelerate their progress.

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Inclusion Expected standard

Leaders prioritise inclusion. They work closely with external professionals and identify the needs of pupils with special educational needs and/or disabilities, and those with other barriers to learning and wellbeing, quickly and accurately. As soon as children start in the early years foundation stage (EYFS) and throughout their time in school, their needs are reviewed regularly. Well-established systems ensure that staff have accurate information about pupils’ needs and the support they need. Staff tend to act on this information effectively.

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Inclusion Expected standard

Leaders put appropriate support in place to reduce barriers to learning and wellbeing. For example, carefully considered strategies help disadvantaged pupils, and those with social, emotional and mental health needs, to be ready to learn. Pupils eat breakfast with their peers, socialise and engage with staff before lessons begin. Leaders provide targeted support, including for reading and therapies to help some pupils to manage their emotions. They review the impact of this support routinely and adapt it when necessary.

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Inclusion Expected standard

Regular training has developed staff expertise. For example, in the EYFS, staff apply their training in speech and language to support children’s communication development with increasing effectiveness. Leaders use additional funding to support disadvantaged pupils appropriately. They ensure that staff are suitably trained in the new phonics programme and that pupils benefit from enrichment activities and residential visits that support their personal development.

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Personal development and wellbeing Expected standard

Leaders ensure pupils follow an appropriate personal development programme that is designed carefully to meet their needs. The personal, social and health education (PSHE) curriculum covers a broad range of themes, including age-appropriate relationships and health education. Pupils learn about how to make and maintain friendships, online safety and consent. Pupils develop a clear understanding of how to look after their physical health. For example, they have a secure understanding of oral hygiene, the importance of regular exercise and what makes a healthy diet.

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Personal development and wellbeing Expected standard

Pupils experience a sense of belonging at the school. There is a distinct sense of community, where everyone understands the school’s values, such as perseverance and respect. Pupils recognise how their teachers believe in their abilities and support them to be resilient in lessons.

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Personal development and wellbeing Expected standard

Residential visits that include outdoor activities, support pupils to step out of their comfort zone, take appropriate risks and develop their independence. Leaders ensure pupils celebrate their identity and the increasingly diverse identities of their peers. Pupils respect that people have different faiths and views. They have a general understanding of the different faiths and cultures they learn about. Some pupils have a sophisticated understanding of fundamental British values, such as democracy. Some pupils understand these important ideas but do not demonstrate the same sophistication and depth of knowledge.

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Needs attention

A wide offer of inclusive extra-curricular clubs, including football, choir, board games and dance, supports all pupils to enjoy and develop their talents and interests. From these experiences, pupils develop their teamwork, communication and confidence. Any barriers to pupils' involvement, including disadvantaged pupils, are identified and removed.

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Needs attention

Pastoral care and the support staff provide for pupils’ mental health and wellbeing is a highly successful feature of the school. Through PSHE, pupils learn how to recognise and talk about different emotions. Trained staff provide tailored and specific support for pupils who need it. This supports pupils’ self esteem, social skills and emotional wellbeing effectively.

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Achievement Needs attention

Pupils’ achievement across the school is inconsistent. In younger year groups, pupils' knowledge of reading, including phonics, writing and mathematics is variable. This is reflected in outcomes in the phonics check at the end of Year 1 and the multiplication tables check in Year 4, both of which have been below the national average over time. Some pupils’ writing, including in older year groups, shows inconsistencies in letter formation and spelling accuracy. Due to inconsistencies in teaching, gaps in pupils’ knowledge are not closing as quickly or consistently as they could. Therefore, some pupils are not as prepared as they need to be for the next stage of their learning.

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Achievement Needs attention

New leaders were quick to put in place regular, targeted support so pupils were better prepared for the key stage 2 national tests in 2025. As a result, outcomes overall were much improved, including for disadvantaged pupils.

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Curriculum and teaching Needs attention

Teaching is not consistently effective. For example, there are some inconsistencies in how well teachers check pupils’ understanding. This means that, at times, teachers do not identify the gaps in pupils’ knowledge, address misconceptions or recognise when pupils have secured their learning and are ready to move on. There is some inconsistency in the opportunities that teachers give pupils to apply and practise independently what they have been taught. As a result of this, some pupils do not secure their knowledge and skills in reading, including phonics, writing and mathematics, as well or as quickly as they could.

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Curriculum and teaching Needs attention

Leaders have designed an ambitious curriculum. They have identified what pupils need to know and in most cases the order in which they will learn it. However, not all aspects of the wider curriculum at key stage 1 build precisely on what children learn in the early years. Teachers demonstrate secure subject knowledge and receive regular training. They ensure that pupils with special educational needs and/or disabilities receive the support they need to access the curriculum and learn alongside their peers. Leaders know there is variation in the quality of teaching. They have taken steps to begin to address it, but more work is needed to ensure improvements are effective and sustained.

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Leadership and governance Needs attention

Over time, leaders have not addressed the variability in the quality of teaching that has led to inconsistent achievement, effectively enough. More recently, leaders have begun to address these key priority areas. It is too soon to see the full, sustained impact of these changes. Inconsistencies remain.

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Leadership and governance Needs attention

Leaders are successful in their ambition to ensure that pupils with special educational needs and/or disabilities and other pupils who face barriers, are cared for, safe and experience a sense of belonging. Other areas of school life need further work. Leaders have adopted a new phonics programme and have invested in staff training. However, there is still work to do to embed it securely so that it is taught routinely well. Leaders recognise the variation in the quality of teaching in the school. They have taken steps to make improvements, including providing appropriate professional training and support.

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Leadership and governance Needs attention

Staff appreciate the recent changes that are leading to improvements. They value that leaders are highly visible around school and prioritise their workload and wellbeing. Parents and carers recognise the deep levels of care their children receive from staff. Events like the 'kindness cafe' and 'reading cafe' ensure that the school is a centre point for the local community.

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Leadership and governance Needs attention

Those responsible for governance know the school well and fulfil their responsibilities appropriately. They generally provide school leaders with challenge to ensure that improvements are made and are in pupils’ best interests.

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What it's like to be a pupil at this school

When pupils arrive each morning, they are welcomed by caring staff. Consistent routines help pupils to start their day positively. For example, the 'soft start' to the morning provides pupils with time to have breakfast, play with their friends and talk to adults, who check how they are feeling. This helps pupils to develop positive relationships. Staff know pupils well. They have a deep understanding of the barriers to learning and wellbeing that a number of pupils face and support them effectively.

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What it's like to be a pupil at this school

Pupils develop a secure sense of belonging. Staff instil in them a sense of pride and teach them values, such as respect and tolerance. Pupils play an active part in the school and local community. 'Playground buddies' have responsibilities, such as organising activities for their peers at playtime. Older pupils help younger pupils at the start of the day to hang up their coats and bags, so they can settle into the school day quickly. Pupils develop their leadership skills as they organise charity and local community projects. This focus on helping others prepares pupils to contribute positively to society as adults.

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What it's like to be a pupil at this school

Pupils are keen to learn and attendance is improving steadily. Leaders have brought about some improvements to the quality of teaching that pupils receive. There is still more to do to ensure that pupils benefit routinely from high-quality teaching. There have been some recent improvements to pupils' achievement, especially in key stage 2 national tests. However, pupils do not achieve as well as they could across the school. The school provides a safe, nurturing environment for pupils to learn and develop. Pupils typically behave well. There are clear systems and routines that pupils follow that ensure the school is orderly. These routines begin in the early years, where children also learn to share, take turns and play collaboratively. Bullying is rare. If it happens, it is dealt with quickly.

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Next steps

Leaders should ensure that staff have the knowledge and skills they need to teach consistently well, particularly in relation to checking pupils' understanding carefully, so that learning is moved on at the right time. Leaders should ensure that gaps in pupils' knowledge in the foundations of phonics, reading, writing and mathematics are addressed quickly, so that pupils achieve well. Leaders should ensure that all subjects in the wider curriculum are designed consistently well to build precisely on the knowledge and skills that children learn in the early years. Leaders should develop their work further to ensure pupils develop a consistently sophisticated understanding of fundamental British values, protected characteristics and different world religions so they are well prepared for life in modern Britain.

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About this inspection

This school is part of Education Village Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mike Butler, and overseen by a board of trustees, chaired by Edwin James.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the acting principal, senior leaders, the CEO and those responsible for governance during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school uses no alternative provision.

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About this inspection

The school also, under the same registration, runs nursery provision, including for 2- and 3- year-olds.

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About this inspection

The school has undergone a significant change in leadership, including governance, since the last inspection. The acting principal has been in post since January 2025.

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Team inspectors:

Annalei Bartlett, Ofsted Inspector Katie Lowe, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 56% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 80% 75% Close to average

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average

2022/23 (final) 70% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 77% 74% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2023/24 (final) 35% 46% Close to average

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national average

2022/23 (final) 50% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 74% 63% Close to average

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average

2022/23 (final) 61% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 68% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 47% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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