Balliol Primary School

Balliol Primary School

Address: Chesters Avenue, Longbenton, Newcastle-upon-Tyne, Tyne and Wear, NE12 8QP Unique reference number (URN): 108603

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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

Leaders promote the importance of regular attendance to pupils and their families. Leaders monitor attendance closely and act quickly when a pupil’s attendance begins to decline. Staff work closely with families and, where needed, with external partners to remove barriers that some pupils face in attending school. As a result, pupils’ attendance has improved rapidly. The proportion of pupils who miss large chunks of school is also reducing quickly. However, a small number of pupils are still absent too often. This means they do not benefit fully from the curriculum improvements that leaders have made.

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Attendance and behaviour Expected standard

All staff have high expectations of pupils’ behaviour. They apply these expectations fairly and consistently. Pupils recognise how much behaviour has improved in the school. They enjoy the prizes they can win from ‘the golden box’ in recognition of their positive attitudes and hard work. Pupils typically behave well throughout the school day. Bullying is rare. Staff deal with any incidents quickly.

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Attendance and behaviour Expected standard

Relationships between staff and pupils are positive and respectful. Classrooms are calm places where pupils can focus on their learning. Staff adapt their approaches thoughtfully for pupils who find managing their emotions difficult. Increasingly, pupils are managing their own behaviour well.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have introduced a new, ambitious curriculum that is well sequenced. The curriculum prioritises pupils’ knowledge and skills in the basics of reading, writing and mathematics. Typically, this is helping pupils to develop these essential skills with increasing confidence. However, across wider curriculum subjects the quality of some pupils’ work varies. Pupils do not apply their handwriting, spelling and punctuation skills consistently well. When this happens, it impacts on the quality of work that pupils produce.

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Curriculum and teaching Expected standard

Leaders have developed staff knowledge and skills through targeted training. Consequently, teachers have secure subject knowledge. School-wide approaches to teaching are increasingly embedded. Teachers present new learning clearly to pupils. They model the new vocabulary they want pupils to learn during lessons. Teachers give regular opportunities for pupils to revisit prior learning. This is helping pupils to remember more over time. Leaders make regular checks on how well pupils achieve. Consequently, they know that some pupils have gaps in their learning. Where this is the case, teachers use this information to re-teach parts of the curriculum that pupils do not understand. As a result, pupils' progress through the curriculum is strengthening.

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Curriculum and teaching Expected standard

The curriculum is suitably adapted for pupils with special educational needs and/or disabilities. A small number of pupils benefit from a bespoke curriculum, aligned to their specific needs.

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Early years Expected standard

The leadership of the early years has changed since the school was last inspected. In a short space of time, leaders have designed and put in place a curriculum that prioritises children’s communication, language and early reading. Children learn in an environment that is engaging and inviting. Staff model new vocabulary and encourage children to use these words as they learn through play. Recent training has strengthened this work. Staff teach phonics effectively. They immerse children in a range of stories, songs and rhymes. Opportunities for children to write, count and explore shapes are provided throughout the day.

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Early years Expected standard

Staff in the Nursery and Reception classes quickly establish routines and high expectations. This helps children to feel safe and ready to learn. Children share, take turns and play cooperatively. They work conscientiously and benefit from experiences that encompass all 7 areas of learning. Children typically behave well and approach their learning with curiosity.

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Early years Expected standard

Effective transition arrangements mean that staff know children well. This means that children who are disadvantaged or have special educational needs and/or disabilities are quickly identified. Staff make suitable adaptations to the curriculum and provide the support these children need to thrive. As a result of the improvements that leaders have made, children are increasingly ready for the demands of Year 1.

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Inclusion Expected standard

The school identifies pupils’ additional needs promptly, including the needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. A programme of ongoing monitoring ensures that regular checks are made on the progress that these pupils make. Leaders meet regularly to review the support they have put in place. As a result, the help that pupils receive is typically well matched to their needs.

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Inclusion Expected standard

Leaders provide staff with the practical advice and guidance they need to adapt their teaching to meet the needs of pupils with SEND. The specific support for pupils with SEND is well documented on their support plans. This information is communicated clearly so that all staff are aware of the help these pupils need. Where appropriate, leaders draw on the expertise of external professionals to secure the right support for individual pupils.

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Inclusion Expected standard

The school uses the additional funding it receives for disadvantaged pupils thoughtfully to prioritise their academic achievement and wider opportunities. Disadvantaged pupils increasingly take part in the clubs that the school offers. Staff have received appropriate training to reduce any barriers to learning and wellbeing that these pupils may experience.

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Leadership and governance Expected standard

Since the last inspection, the leadership and governance arrangements of the school have changed. There has also been a significant number of changes to staffing. New leaders have made many positive changes to the school in a short space of time. They have worked tenaciously to improve pupils’ behaviour, attendance and the curriculum and teaching that pupils experience. Leaders have an accurate picture of the school’s performance. They recognise that some of the changes they have made have not had time to fully impact on pupils’ published outcomes.

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Leadership and governance Expected standard

Those with responsibility for governance know the school’s context and understand their statutory duties. Members of the interim executive board closely check the impact of the strategic decisions they are taking. They offer leaders appropriate challenge and support. They scrutinise the use of additional funding to ensure that it benefits the pupils for whom it is intended.

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Leadership and governance Expected standard

Leaders consider staff’s workload and wellbeing when they introduce changes. Staff feel well consulted on the suite of changes that have taken place. As a result, staff are proud to work at the school and feel well supported. Staff value the professional development they receive. Leaders have carefully planned the training they provide so that staff can deliver the school’s priorities. Leaders have built positive relationships with parents and carers. Parents recognise the rapid improvements that have been made to the school in a short space of time.

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Personal development and wellbeing Expected standard

The school provides a well-considered programme for pupils’ personal development. Leaders have planned the personal, social and health education (PSHE) curriculum carefully and have tailored it to the needs of the community the school serves. Leaders make use of external specialists to enrich the relationships curriculum. This helps pupils to develop an age-appropriate understanding of healthy relationships as well as more mature themes, such as consent.

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Personal development and wellbeing Expected standard

Pupils learn about risks to their safety both on and offline. They know to report their concerns about worrying online behaviour to a trusted adult. This knowledge is further developed through the school’s participation in nationally recognised events that promote internet safety or anti-bullying messages. Pupils enjoy school-wide activities that celebrate diversity. Visits from different religious leaders help pupils to understand the importance of respecting beliefs, viewpoints and backgrounds that differ from their own. Pupils’ work in subjects such as history helps them to understand the negative impact of discrimination. Their study of significant, historical characters such as Rosa Parks has helped pupils to appreciate the importance of fundamental British values.

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Personal development and wellbeing Expected standard

Leaders appreciate the importance of broadening pupils' wider opportunities. Consequently, pupils experience visits to local venues, take part in public performances and compete in sporting events. However, pupils have fewer opportunities to participate in activities and visits to locations beyond the local area. This means that pupils do not extend their knowledge and understanding of the world beyond their community as well as they could.

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Personal development and wellbeing Expected standard

The school provides impactful support to pupils when concerns about wellbeing are identified. For example, targeted interventions are delivered for pupils who need support with personal circumstances such as bereavement or anxiety. Leaders ensure that reasonable adjustments and appropriate adaptations are made for pupils with special educational needs and/or disabilities and disadvantaged pupils so that they can participate

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Needs attention

fully in the life of the school. As a result, participation rates for these pupils at after-school clubs are increasing.

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Achievement Needs attention

Recent improvements to the curriculum combined with targeted staff training are making a positive difference to the progress that pupils make through the curriculum. Children, including those with special educational needs and/or disabilities, achieve well in the early years. Across key stage 1, increasing numbers of pupils are securing their knowledge and skills in handwriting, spelling, reading and mathematics. However, historic weaknesses in previous curriculums and inconsistencies in the quality of teaching have impeded how successfully pupils learn. As a result, some older pupils have gaps in their understanding. This is evident in the depth of their knowledge in subjects, such as mathematics, history and science.

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Achievement Needs attention

In the past, pupils have not achieved as well as they should in end of key stage 2 national tests and assessments. This is particularly the case for disadvantaged pupils. Outcomes in some subjects remain below national averages. Consequently, not enough pupils have been academically well prepared for their next stage of education.

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

Balliol Primary School has been through a period of rapid improvement. Pupils value the many positive changes that leaders have made. Improvements to behaviour mean that pupils now learn in calm and purposeful classrooms. All staff have high expectations of pupils’ conduct. On occasion, some pupils with special educational needs and/or disabilities struggle to meet these standards. When this is the case, pupils get the support they need to thrive. Pupils report that incidents of bullying are rare. However, if bullying does happen, they are confident that their teachers will help them to resolve their differences. Pupils have trusting relationships with the adults who care for them. This helps pupils to feel supported and safe.

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

Since the last inspection, pupils now follow a different curriculum. They enjoy the exciting lessons that their teachers prepare for them. Pupils have regular opportunities to review their previous learning. This helps them to remember more of what they have been taught. This is reflected in the improvements to pupils’ published outcomes by the end of key stage 2. However, some pupils do not yet achieve as highly as they should and this limits the proportion of pupils who are well prepared for secondary school.

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

Pupils are proud that their school welcomes and values everyone. The school motto, ‘proud, unique, positive’ is realised through pupils’ increasingly positive attitudes to their work and to each other. This starts in the early years where children are encouraged to take turns and play together supportively. Most pupils now attend school regularly. They look forward to the range of rewards they get for their efforts at the end of the week.

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

Pupils enjoy the many leadership roles that they have to make a difference to the school. Leaders encourage pupils’ participation in after-school clubs. This includes opportunities to follow their sporting or artistic interests.

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Next steps

Leaders should ensure that pupils apply their handwriting, spelling, punctuation and grammar knowledge and skills across all curriculum areas so that the quality of their written work is consistent across all subjects. Leaders should ensure that outcomes for all disadvantaged pupils continue to rise to be nearer to national averages. Leaders should continue to tackle rates of persistent absence and build on improving trends so that all pupils benefit from the positive curriculum changes that they have made. Leaders should continue to broaden and deepen the range of experiences for pupils to extend their knowledge and understanding of the world beyond their local area.

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About this inspection

The chair of the interim executive board in this school is Belita Scott.

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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

In accordance with section 13(4) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that the school no longer requires special measures.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, staff and pupils in the school during the inspection. Inspectors also visited lessons and looked at pupils’ work.

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About this inspection

Inspectors spoke with representatives of the interim executive board, the local authority and representatives of the North East Learning Trust

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About this inspection

An inspector spoke to a representative from North Tyneside Learning Trust.

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About this inspection

Inspectors considered the responses to Ofsted’s surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The leadership of the school has changed since the last inspection.

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Team inspectors:

Alison Aitchison, His Majesty's Inspector Sarah Birch, 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 school is currently being supported by North East Learning Trust.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Headteacher: Lindsay Coates 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

2024/25 (final) 57% 62% 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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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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average

2023/24 (final) 71% 72% Close to average

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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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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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average

2024/25 (final) 44% 47% 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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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

2023/24 (final) 55% 58% 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

2024/25 (final) 56% 61% 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

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