Schools & FE · Report card

Pentland Primary School

Inspected 3 Feb 2026 · published 27 Apr 2026 · URN 144542

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Kathryn McDonald (lead), Gemma Jeynes, Ian Dawson

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Needs attention
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Needs attention
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
3 Feb 2026
Inspectors verified
Gemma Jeynes, Ian Dawson, Kathryn McDonald
Postcode verified
TS23 2RG
Name on report verified
Pentland Primary School
Safeguarding verified
Met
URN verified
144542

Page 1 of 16

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourNeeds attention
Curriculum and teachingNeeds attention
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+30Mostly positivemore positive than 12% of reports of this type

Reads more critically than most reports of this type.

Praisehighly effectiveeffectivepositiveenjoyfeel safesuccessfulconfidentlyimproved

Criticismgapsnot consistentlyconcernsinconsistentpersistent absencepoorweaknesseslow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1278w+18
Leadership251w+82
Safeguarding51w−11
What needs to improve94w+44

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,671; about usual (typical 1698)
Reading level: Hard; Flesch 39, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 41%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 46%

Full report text

Pentland Primary School

Address: Pentland Avenue, Billingham, TS23 2RG Unique reference number (URN): 144542

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Early years Expected standard

Children get off to a positive start in the early years. Leaders have established a well ‑ designed curriculum that reflects a secure understanding of children’s starting points. Working closely with parents and carers, staff quickly identify where children require support. Assessment is used effectively to identify any gaps in children's skills and knowledge, with a clear focus on communication, language and vocabulary development. This ensures that the foundations for future learning are securely established. Staff are trained in important aspects of children's learning, which supports consistently high ‑ quality language modelling throughout routines and interactions.

p.2

Early years Expected standard

Staff prioritise the teaching of early reading. Children engage well in phonics lessons. Learning is purposeful. Children benefit from activities that help them to practise important skills, such as handwriting. They are provided with structured opportunities to build their posture and develop early writing skills. Adults interact positively with children and use clear modelling of letters to ensure children develop early literacy skills. Children progress well. They are increasingly well prepared for Year 1.

p.2

Early years Expected standard

Leaders have successfully developed a nursery provision for 2-year-olds. Children in the Nursery Year settle quickly and learn to behave well. They follow routines, respond to adults and show developing independence. When children become upset, adults respond sensitively. Resources in the early years reflect children’s lived experiences, such as the home corner promoting belonging.

p.2

Inclusion Expected standard

Leaders have an effective approach to supporting those who are disadvantaged and pupils with special educational needs and/or disabilities (SEND). They ensure that pupils receive consistent, well-coordinated support. Working closely with parents and carers and a wide range of external agencies, leaders ensure that pupils’ needs are accurately identified and met. This joined-up practice strengthens pupils’ engagement and readiness to learn.

p.2

Inclusion Expected standard

Despite the very low starting points of some pupils, pupils achieve success over time. Targets and support for pupils with SEND are specific and evaluated to ensure that pupils make progress through the curriculum. This individualised approach greatly reduces barriers. Pupils who access the specially resourced provision for pupils with SEND benefit from carefully structured programmes that promote regulation and successful participation in learning.

p.2

Inclusion Expected standard

Staff receive appropriate training so that they know how best to support pupils who face barriers to their learning. In lessons, staff ensure that disadvantaged pupils get the support that they need. These pupils typically achieve as well as their disadvantaged peers nationally. The pupil premium strategy is well considered. It provides a range of strategies that enable pupils to participate confidently in all aspects of school life. These include adaptations, targeted interventions and support to access opportunities beyond the academic.

p.2

Leadership and governance Expected standard

The school has experienced a period of significant instability and change. The new leadership team has acted swiftly to improve key areas of the school. For example, the new specially resourced provision for pupils with special educational needs and/or disabilities ensures that the right support is in place for pupils with social, emotional and mental health difficulties.

p.3

Leadership and governance Expected standard

Leaders have driven rapid and purposeful change, rebuilding staffing structures and raising expectations. Their actions, well supported by trust leaders, have already improved pupils' behaviour, aspects of curriculum delivery and staff confidence and expertise. Support for early career teachers is well coordinated and valued. Staff appreciate that leaders consider their wellbeing and take their workload into account. Staff benefit from well-matched training opportunities that support the school’s key priorities for improvement.

p.3

Leadership and governance Expected standard

Leaders show a deep understanding of the school's context. They have ensured that the curriculum is ambitious and well designed. Leaders, including those responsible for governance, demonstrate a clear understanding of the school’s strengths and areas for development. Pupils’ best interests are at the centre of leaders' actions.

p.3

Leadership and governance Expected standard

The trust and governors fulfil their statutory responsibilities, including around safeguarding. They demonstrate an effective grasp of school data, contextual issues and improvement priorities. They monitor attendance, behaviour and vulnerable groups of pupils to hold leaders to account for the decisions that they make. There is a sharp focus on the positive difference that the school is making for disadvantaged pupils. Together with the trust, governors and leaders share an aligned vision for sustained improvement.

p.3

Personal development and wellbeing Expected standard

Leaders effectively promote their vision of ensuring fullness of life while celebrating individuality. The programme for pupils' personal development is highly tailored to the specific needs of pupils, ensuring that disadvantaged pupils benefit equally. Pupils learn about positive mental health and healthy relationships in an age-appropriate way. Leaders provide experiences that are specific to pupils' own experiences in the community, including railway safety. This ensures that pupils develop the knowledge and resilience required to navigate their community safely and confidently.

p.3

Personal development and wellbeing Expected standard

A wide programme of extra-curricular activities enhances pupils’ personal development. Clubs such as chess, table tennis and gymnastics are provided free of charge. Leaders monitor participation to ensure that all pupils are encouraged to take part. Appropriate adjustments and adaptations are made to ensure that pupils with special educational needs and/or disabilities are fully included in these opportunities alongside their peers.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from the recently introduced careers education programme. This includes visits from professionals, such as scientists and those from the emergency services.

p.3

Needs attention

Together with practical workshops from local industry, these opportunities help pupils to understand their possible future pathways. Many pupils speak enthusiastically about their aspirations. Residential visits, provided at significantly reduced cost, further support pupils’ independence, confidence and social development.

p.4

Needs attention

Pupils show a deep understanding of diversity and are developing their knowledge of the fundamental British values. Pupils describe how they vote for members of the pupil parliament, including a ‘prime minister’, and ambassadors. These roles help pupils to lead meaningful school improvements. Pupils are interested in learning about other cultures and religions. They visit places of worship, such as the Gurdwara. They show a developing understanding of different faiths and world views. Pupils understand that discrimination is wrong and value the importance of equality.

p.4

Needs attention

Pupils feel safe in school. They demonstrate a secure understanding of online safety and ways to understand and deal with their emotions. Trained staff provide more tailored emotional support when pupils need it.

p.4

Achievement Needs attention

Over time, pupils have not been as prepared as they should be for their next stages in education. There continues to be a significant number of pupils who have not secured the important knowledge and skills they need to achieve well. Pupils' performance in national assessments over time is inconsistent. Over the last 3 years, the proportion of pupils reaching the expected standard in reading and mathematics has been below that of pupils nationally. Leaders are addressing this swiftly. For example, there is a greater focus on pupils gaining language and handwriting skills. Leaders’ actions to close gaps in reading, writing and mathematics are beginning to have impact. However, it is too early to see this in full across all subjects where achievement is hindered because of gaps in foundational knowledge.

p.4

Achievement Needs attention

In phonics, pupils achieve well. Many pupils become fluent readers. Pupils with special educational needs and/or disabilities and disadvantaged pupils typically achieve well. Disadvantaged pupils achieve close to national averages over time.

p.4

Attendance and behaviour Needs attention

Too many pupils do not attend school often enough. While overall attendance is now close to the national average and showing some improvement over time, persistent absence remains high for some, including disadvantaged pupils. Leaders are taking action to improve these pupils' attendance rates. They monitor attendance patterns closely and provide individualised support to help families to overcome barriers to attending school. Leaders make sure that pupils and families understand why regular attendance is important. Pupils understand that this is important to be successful in their learning. They enjoy the incentives for having high attendance. While leaders' actions have improved attendance overall, the attendance of some pupils, particularly those who are disadvantaged, remains low. Leaders demonstrate highly effective work to reduce incidents of poor behaviour and suspensions. Behaviour across the school is calm and positive. Pupils feel safe, secure and

p.4

Attendance and behaviour Needs attention

learn in an environment characterised by respectful relationships and well-established routines. In lessons, pupils are engaged and respond well to teachers’ expectations. Staff apply the behaviour policy with consistency and sensitivity, supporting pupils who may find managing their emotions more challenging. Pupils are courteous and demonstrate polite behaviour, such as holding doors for others. Pupils report that bullying is rare. When concerns arise, leaders act promptly and effectively.

p.5

Curriculum and teaching Needs attention

Teaching is not consistently effective across the school. Leaders have improved how the most important key knowledge is taught in reading, writing and mathematics. They identify pupils with gaps in this knowledge and provide extra help to close these gaps quickly. However, in lessons, what pupils do not know, particularly in their writing skills, is not focused on sharply enough. Gaps in key knowledge are not consistently plugged before introducing new learning. While teachers generally make effective adaptations to remove barriers for pupils with special educational needs and/or disabilities, they do not consistently match these to pupils' gaps in knowledge. Leaders have identified the weaknesses in the delivery of the curriculum. They have taken steps to improve teaching. Staff receive training and support to develop their expertise. However, pupils' experiences in lessons remains variable.

p.5

Curriculum and teaching Needs attention

The curriculum is thoughtfully designed and responsive to the changing needs of pupils. Across all subjects, the curriculum makes clear what pupils should know at each stage of their education. Leaders check that the curriculum is being taught effectively. In mathematics, there is an intentional focus on foundational knowledge. Teachers identify pupils with gaps in knowledge and provide extra help to close these gaps quickly.

p.5

Curriculum and teaching Needs attention

Phonics teaching is delivered well with effective use of assessment. Pupils receive extra help if they need it. Consequently, pupils demonstrate secure knowledge and read confidently.

p.5