Northgate Primary School

Northgate Primary School

Address: Northgate, Bridgwater, Somerset, TA6 3EU Unique reference number (URN): 144757

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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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Early years Strong standard

The early years provision provides children with the strong foundations they need to achieve well in their education. Leaders develop positive and highly effective relationships with parents and carers prior to children starting school. This enables staff to gain an in-depth understanding of each child as an individual. Children learn routines and high expectations very quickly because staff model them daily. This means that the youngest children follow them diligently throughout the day.

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Early years Strong standard

Oracy, speech, language and communication are at the very front and centre of the rich and developmental curriculum. Children in Nursery quickly develop a love of reading and storytelling as a result of this work. They revel in accurately retelling the story of 'The Very Hungry Caterpillar'. Children learn to read letters and sounds as soon as they start in Reception Year. Staff effectively teach phonics, which enables children to develop positive reading habits. Opportunities for children to apply their phonics knowledge are carefully designed through well-considered and intentional activities.

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Early years Strong standard

Leaders consistently check each child's progress. The 'rainbow challenge' in Reception Year provides opportunities for staff to identify any gaps in children's knowledge. Leaders act quickly to address these and adapt the provision as a result. This means that children with special educational needs and/or disabilities and those with other barriers progress very well from their starting points.

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Personal development and wellbeing Strong standard

Leaders prioritise pupils' personal development. Considering pupil voice and the context of their school community, leaders have developed a detailed and high-quality programme that builds aspirations for the future.

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Personal development and wellbeing Strong standard

Leaders adapt the personal, social and health education curriculum to ensure that it has a positive impact on the knowledge and skills pupils need to develop. This begins in Nursery, where children successfully learn to take turns, manage their emotions and develop a sense of curiosity about the world around them.

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Personal development and wellbeing Strong standard

Older pupils articulate their knowledge about relationships and puberty with maturity. Through the school's approach to supporting pupils how to recognise their feelings, pupils understand the impact their emotions have on their body both physically and mentally. Pupils benefit from excellent pastoral support. For example, young carers meet on a regular basis to develop friendships and provide support for one another.

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Personal development and wellbeing Strong standard

Pupils are well prepared for life in modern Britain. Further opportunities to enhance pupils' experiences are carefully designed. Nothing is left to chance. For example, a local magistrate’s visit to Year 6 develops pupils understanding of the rule of law and the importance of fundamental British values.

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Personal development and wellbeing Strong standard

Leaders actively encourage pupils from different cultures and faiths to share their experiences and traditions. Pupils learn to be tolerant and respectful of one another and to

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Expected standard

celebrate difference. They have a deep understanding of the characteristics that are protected by law and why this is important. Pupils are proud of their school. They feel strongly that everyone should be accepted and that they belong.

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Expected standard

The school provides many opportunities for pupils to develop their leadership roles. The school council contributes positively to their school and local community. The members of the eco council grow their own vegetables to sell at the school fête or donate them to cooking club. This helps pupils to develop important life skills, including financial literacy and healthy lifestyles.

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Expected standard

The school provides pupils with a rich and broad range of experiences. These include trips to museums, residential trips and a wide variety of extra-curricular clubs. This aspect of the school's provision has a significantly positive impact on pupils' lives. Leaders ensure that pupils, including those who are disadvantaged, fully benefit from this offer.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, typically achieve well. Published outcomes in the Year 1 phonics screening check are consistently above the national average over time. Results for the Year 4 multiplication check and pupil achievement by the end of Year 6 improved, rising above the national average for the expected standard in 2025. Disadvantaged pupils achieve particularly well at the end of key stage 2 compared to disadvantaged pupils nationally. This helps pupils to be well prepared for the next phase of their education.

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Achievement Expected standard

Beyond mathematics and English, pupils build on their learning and generally secure a broad body of knowledge. They make links with their learning across a range of subject areas. For example, to support their learning in history, pupils translate from French into English a short story about an evacuation.

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Attendance and behaviour Expected standard

Leaders are relentless in their drive to improve attendance. Typically, it is close to the national average for all pupils. Leaders have a detailed knowledge of the barriers that affect pupils' attendance. They provide extensive support to families to ensure pupils attend regularly. Leaders check patterns of attendance closely and waste no time in intervening when there is a slight decline. Consequently, pupils enjoy school and do not want to miss learning.

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Attendance and behaviour Expected standard

Since the last inspection, leaders have enhanced their approach to managing pupils' behaviour. Pupils act with integrity and kindness because they learn that it is the right thing to do. Behaviour across the school is remarkable. Pupils move around the school calmly and sensibly, following the school's high expectations at all times. During lessons, pupils value the learning opportunities they have and consistently sustain their focus and show excellent attitudes to learning. Adults effectively support pupils who need additional support to manage their feelings and behaviour.

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Attendance and behaviour Expected standard

Pupils understand the difference between falling out and bullying. Discrimination of any kind is not accepted. Pupils know that respect and tolerance are essential in order to create a harmonious atmosphere. This is particularly the case during lunchtimes, where the 'inspire playground leaders' ensure that everyone has someone to play with.

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Curriculum and teaching Expected standard

Leaders have designed a well-sequenced curriculum that is ambitious for all pupils. They have an accurate understanding of the quality of the curriculum and teaching. Leaders act swiftly to address any aspects in teaching that fall short of their high expectations, including additional support and professional learning for staff.

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Curriculum and teaching Expected standard

Pupils generally build their knowledge and skills well. Teachers have expertise and knowledge they need to confidently teach curriculum subjects. However, at times, teachers do not always adapt the curriculum well enough to support some pupils with special educational needs and/or disabilities or other barriers. This means that some of these pupils do not progress through the curriculum as well as they should.

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Curriculum and teaching Expected standard

A number of children who start school have gaps in their learning. Leaders' focus on ensuring that children secure important skills in reading, letter formation, handwriting, and spelling is starting to bear fruit. This is particularly the case in the early years. Teachers across the school typically identify pupils who have not yet secured these essential foundations, particularly in English and mathematics. However, this approach has not yet had the same impact across the wider curriculum. Consequently, errors in some pupils' written work persist.

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Inclusion Expected standard

Leaders demonstrate a clear commitment to promoting an inclusive culture across the school. The nurturing ethos that the school provides underpins this. Pupils in 'adventurers', the specially resourced provision for pupils with special educational needs and/or disabilities (SEND), particularly benefit from this approach. Leaders quickly identify any barriers to pupils' wellbeing and learning needs. Where needed, staff provide high-quality pastoral support so that all pupils are ready to learn and feel secure.

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Inclusion Expected standard

Leaders work closely with families and many external professionals to quickly and accurately identify pupils with SEND. The work with occupational therapists and speech and language therapists supports the school to make the necessary adaptations, including to the environment, to effectively support pupils with SEND. Staff benefit from the ongoing professional learning they receive, which develops their expertise and enables them to better understand the individual needs of pupils with SEND. However, leaders know there is more to do in order to ensure that adaptations to the curriculum help pupils to progress well from their starting points.

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Inclusion Expected standard

Leaders use additional funding to support the many challenges disadvantaged pupils face. They ensure that pupils can successfully take part in the wider opportunities, because astute decisions about staffing make this possible. Leaders check on pupils' progress, including those known to social care, and use this information well to ensure that any barriers that pupils face are overcome quickly.

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Leadership and governance Expected standard

Leaders are passionate and proud. They are determined to provide a high-quality education that inspires every pupil at Northgate Primary School. Leaders have an accurate understanding of the school's strengths and areas to develop. They have taken direct action to address key priorities, which has had a positive impact, for example on pupils' behaviour. At all times, leaders make decisions that are in the best interests of pupils.

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Leadership and governance Expected standard

Leaders make it their business to fully understand the families and community the school serves. They use this knowledge to inform whole-school decisions that positively improve life opportunities for pupils. Parents and carers are unwavering in their support for the school. Many are grateful for the fully inclusive ethos and availability of the kind and caring staff.

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Leadership and governance Expected standard

Leaders work closely with those responsible for governance to create a culture of high expectations. Regular checks on the school's work ensures that governors have an accurate understanding of the school's effectiveness. Trustees and the local governing committee ensure that the school fulfils its statutory duties, for example to keep pupils safe.

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Leadership and governance Expected standard

Professional learning opportunities are integral to leaders' priorities and drive for excellence. Staff value this as well as the time they get to pursue personal areas of interest, which develop their expertise.

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Leadership and governance Expected standard

Staff are overwhelmingly positive about the support leaders provide. Leaders keep staff wellbeing and workload at the forefront of their minds, actively listening and making fair adjustments. Staff feel 'lucky' to work at the school and to be part of its community.

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

Pupils love attending Northgate Primary School. They arrive each day with a positive attitude and eagerness to learn. Staff greet pupils warmly at the school gates. The positive relationships staff forge with pupils mean that they notice any small changes to their behaviour or wellbeing. Pupils implicitly trust staff and know they will sensitively and quickly deal with any worries or concerns. As a result, pupils feel safe.

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

Pupils' behaviour is exemplary. They live up to the high expectations that staff have of them. Even when out of sight of staff, pupils make positive choices and demonstrate the school's values. Pupils of all ages show a deep desire to learn. This means that across the school there is a calm and purposeful learning environment where pupils learn without disruption.

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

Pupils typically achieve well. This includes those who attend 'adventurers'. The school's published outcomes in national curriculum tests reflect this. This means that pupils are well prepared for the next stage of their education. Pupils are adamant that bullying in any form does not exist. They know that if it did occur, staff would not allow it to fester. The well-resourced and engaging playground means that there is something for everyone to do. Pupils from 'adventurers' class play happily alongside their peers. Social times are interesting, busy and enjoyable for all.

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

Pupils attend well. Leaders act swiftly to provide the necessary support to pupils and their families in order to ensure that absence does not become an issue.

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

The school's personal development programme enriches pupils' experiences significantly. It is the bedrock of the school's vision to 'open pupils' minds and broaden their horizons'. Pupils develop the knowledge and strategies they need to look after their mental and physical health. Respect is at the heart of this school. Pupils have an impressive understanding of fundamental British values. They influence the school's extra-curricular club offer and many pupils get involved in community events. This develops their understanding of what it means to be a responsible citizen.

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Next steps

Leaders should continue with their actions to further strengthen pupils' handwriting, number formation and spelling through consistently high expectations across the curriculum. Leaders should continue to ensure that teachers adapt learning activities so that the needs of all pupils, including those with special educational needs and/or disabilities, are consistently met.

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About this inspection

This school is part of Futura Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gary Schlik, and overseen by a board of trustees, chaired by John Thompson.

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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 headteacher, inclusion leader and a group of staff. The lead inspector met with members of the local governance committee, including the chair. They also met with senior trust leads, including the chief executive officer and the vice-chair of trustees.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has specially resourced provision for pupils with special educational needs and/or disabilities (SEND), which is known as 'adventurers'. This includes provision for eight

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Team inspectors:

Sophie Laing, Ofsted Inspector Lizzie Lethbridge, His Majesty's 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?

pupils with a range of SEND needs, including speech, language and communication, autism, moderate learning difficulty and severe learning difficulty.

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What does this mean?

The school does not make use alternative provision.

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What does this mean?

The school has pre-school provision for two-year-olds.

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What does this mean?

Headteacher: Katie Penny 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 66% 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

2023/24 (final) 72% 74% Close to average

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average

2022/23 (final) 76% 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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average

2023/24 (final) 76% 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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average

2023/24 (final) 69% 73% Close to average

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average

2022/23 (final) 69% 73% 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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average

2023/24 (final) 54% 46% Close to average

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average

2022/23 (final) 56% 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

2023/24 (final) 62% 62% Close to average

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average

2022/23 (final) 69% 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

2023/24 (final) 62% 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

2023/24 (final) 54% 59% Close to average

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average

2022/23 (final) 63% 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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national average

2024/25 (3 term) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 13.4% 13.0% Close to average

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national average

2023/24 (3 term) 13.5% 14.6% Close to average

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national average

2022/23 (3 term) 16.8% 16.2% Close to average

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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. 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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