Wark Church of England Primary School

Wark Church of England Primary School

Address: Wark, Hexham, Northumberland, NE48 3LS Unique reference number (URN): 149903

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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 Strong standard

Leaders have established a strong culture where attendance is seen as a responsibility that all share and understand. Pupils and families are made aware of the importance of high attendance and, as a result, the vast majority of pupils attend very well. If attendance does begin to fall, the school works closely with parents and carers to address barriers to regular attendance. Their actions are well targeted and persistent. Attendance is carefully monitored, including for pupils with special educational needs and/or disabilities and disadvantaged pupils. As a result, attendance is consistently high and above national expectations, with very few pupils missing school regularly.

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Attendance and behaviour Strong standard

Pupils’ behaviour is very positive across the school. From the early years onwards, children learn routines and expectations that help them to settle quickly into learning. Staff apply the behaviour policy consistently and with fairness, ensuring that pupils understand boundaries and expectations. This results in an atmosphere of enjoyment of learning. Pupils have great respect for staff and are able to self-regulate their behaviour without the need for an overbearing adult presence. Leaders have fostered a culture of celebrating success. This encourages excellent behaviour as pupils are keen to earn rewards. Staff ensure that all pupils are rewarded fairly and consistently. Pupils enjoy spending their reward points in the school reward 'shop'.

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Attendance and behaviour Strong standard

Where individual pupils need additional support, staff make thoughtful and effective adjustments to help them manage their behaviour and remain engaged in learning. These adaptations are well considered and support inclusion successfully. Bullying is extremely rare. If unkind behaviour does occur, staff deal with it promptly and effectively.

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Early years Strong standard

Children make a strong start to their education in the early years. They quickly settle into routines and develop positive attitudes to learning. Staff know children well and have created a calm, nurturing environment where children feel safe and ready to learn. There is precision to the ways in which staff identify the gaps that children have in their development. This enables all adults in the setting to support children purposefully and successfully. This benefits all children, but especially those with special educational needs and/or disabilities.

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Early years Strong standard

Leaders and staff have high expectations for what children can achieve. The curriculum is carefully organised so that children build their knowledge step by step, particularly in language, communication and early mathematical understanding. Activities are well chosen to spark curiosity and encourage children to explore, practise and deepen their learning over time.

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Early years Strong standard

Phonics and early reading are taught effectively. Staff follow a consistent approach and model sounds accurately. Children develop secure phonics knowledge and begin to read with increasing confidence and fluency. Those who need extra help are quickly identified and receive timely support to help them keep up. Staff place a strong emphasis on developing children’s vocabulary and spoken language. Through high-quality interactions, stories and purposeful play, children are encouraged to explain their ideas and extend their

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Expected standard

thinking. This supports them well in developing the communication skills needed for key stage 1.

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Expected standard

Children behave well and show growing independence. They cooperate with others, follow routines and concentrate for increased periods of time. As a result, they are well prepared for the transition into Year 1.

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Inclusion Strong standard

Leaders have established a strong culture of inclusion where every pupil is valued and supported to achieve well. Staff know pupils and their families exceptionally well. This enables them to identify barriers to learning promptly and put effective support in place. Leaders work closely with external professionals when specialist advice is needed, ensuring that pupils receive timely and appropriate help.

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Inclusion Strong standard

Staff benefit from regular training that develops their expertise in meeting a range of needs. Teachers make thoughtful adaptations to learning activities and resources so that pupils with special educational needs and/or disabilities can access the curriculum successfully alongside their peers. Careful assessment and ongoing monitoring enable leaders to evaluate the impact of support and make adjustments where necessary.

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Inclusion Strong standard

Additional funding is used strategically to improve pupils’ academic achievement and wellbeing. Leaders ensure that support is tailored to pupils’ individual circumstances and review its effectiveness regularly. This includes targeted interventions, enrichment opportunities and pastoral support. As a result, disadvantaged pupils engage fully in school life and achieve increasingly well. Parents and carers value the school’s commitment to working in partnership with them to help pupils overcome barriers and flourish.

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Achievement Expected standard

Pupils achieve well in the main and are prepared effectively for the next stage of their education. By the time they leave the school, they have developed secure knowledge and skills in reading, writing and mathematics. They also acquire positive learning habits and attitudes that support their future success. Overall, pupils attain well by the end of Year 6 and are ready for their next steps in education.

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Achievement Expected standard

From their starting points, pupils make secure progress across the curriculum. Disadvantaged pupils achieve well and compare favourably with similar pupils nationally. Pupils with special educational needs and/or disabilities also progress well because they benefit from carefully tailored support and adaptations that help them access learning successfully.

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Achievement Expected standard

Leaders have maintained a focus on strengthening pupils’ achievement in basic skills. Sustained impact on standards in early reading is evident as the school keeps this at the forefront of its work. Pupils develop increasing fluency and confidence as readers as they move through the curriculum. Similarly, pupils’ writing develops over time, with improvements evident recently in handwriting, spelling and punctuation. Leaders’ work to secure strong foundations in mathematics is helping pupils to develop secure knowledge and apply this successfully.

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Achievement Expected standard

Across the wider curriculum, pupils gain a broad range of knowledge and skills. In many curriculum subjects, they speak confidently about their learning and produce work of good quality.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious and well-sequenced curriculum that identifies the important knowledge and skills that pupils need to learn over time. They have an accurate understanding of the curriculum’s strengths and have taken action to improve identified areas. As a result, recent improvements are evident, particularly in writing and mathematics. There is some further work to do to ensure that all curriculum areas are most appropriately developed and refined for mixed-age classes.

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Curriculum and teaching Expected standard

Early reading is taught effectively. Staff teach the phonics programme consistently and model sounds accurately. Regular assessment helps teachers identify pupils who need additional support. Pupils receive timely intervention, enabling them to develop fluency and confidence as readers. Leaders have strengthened the writing curriculum to ensure greater consistency in the teaching of transcription and spelling. Staff benefit from focused professional development and clear guidance. Consequently, pupils are writing with increasing technical accuracy.

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Curriculum and teaching Expected standard

The assessment of pupils' mathematical understanding has become increasingly precise recently. Teachers use assessment information well to identify any misconceptions and adapt learning accordingly. As a result, pupils are becoming increasingly fluent in mathematical skills such as multiplication.

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Curriculum and teaching Expected standard

There is continued work on curriculum development in some subjects to ensure that pupils in mixed-age classes access the most appropriate tasks that allow them to build on previously learned knowledge and skills. There are occasions where it is not fully clear that pupils are building their knowledge and skills progressively.

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Curriculum and teaching Expected standard

Teachers adapt learning effectively to meet pupils’ differing needs. As a result, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, access the curriculum successfully and achieve well.

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Leadership and governance Expected standard

Leaders provide clear and purposeful leadership, underpinned by a strong sense of care and ambition for all pupils. They have an accurate understanding of the school’s strengths and areas for further development and act to bring about improvement. There is a shared commitment across the leadership team to ensuring that pupils achieve well, feel safe and are fully included in school life. Leaders maintain a focus on improving the quality of education. Staff receive relevant training that supports them to deliver learning effectively, including in the early stages of pupils’ education and as they move through the school. Subject leadership is an area of continuing development. Staff who lead some curriculum subjects are developing their sense of ownership of curriculum areas. Opportunities for professional development, such as the trust curriculum subject networks, allow staff to develop their expertise. This is

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Leadership and governance Expected standard

building staff confidence as they monitor and refine curriculum areas and ensure that progression is clearly defined throughout the whole curriculum.

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Leadership and governance Expected standard

Governors and trustees provide effective oversight and bring appropriate skills and experience to their role. They understand their statutory responsibilities and offer both support and challenge to leaders. This helps to ensure that the school continues to improve and that leaders remain focused on the right priorities. Staff value the training they receive, which helps to improve their practice and supports consistency across the school. Leaders also consider staff wellbeing and workload, ensuring that expectations are realistic and that staff feel supported in their roles.

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Leadership and governance Expected standard

Leaders have established positive relationships with parents and carers, who value the supportive and inclusive nature of the school. Communication with families is effective and contributes to a clear sense of community.

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Personal development and wellbeing Expected standard

Leaders have developed a well-considered personal development programme that prepares pupils for life in modern Britain. The programme is carefully adapted to reflect the school’s context and pupils’ changing needs, including an emphasis on keeping safe online and keeping safe locally, such as near bodies of water. Programme content is sequenced so that pupils revisit learning throughout the curriculum.

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Personal development and wellbeing Expected standard

Pupils develop an understanding of how to keep themselves healthy, both physically and mentally. They learn about healthy lifestyles, including the importance of diet, exercise and emotional wellbeing. Pupils also develop an age-appropriate understanding of relationships and how to stay safe in a range of situations, including when using digital technology.

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Personal development and wellbeing Expected standard

Pupils know what the fundamental British values are. They learn about democracy, fairness and respect, and they are able to apply this understanding through opportunities such as voting. Pupils understand right from wrong and demonstrate respectful attitudes towards others. The curriculum helps pupils to appreciate diversity and difference. Through lessons and wider experiences, they learn about a range of cultures, beliefs and family structures. Pupils show respect when discussing differences and are developing an awareness of the wider world. They have been well taught about the importance of equality for all. Despite this, there is some further work to do to fully secure pupils' knowledge of some aspects of the personal development programme. Pupils' knowledge lacks depth of understanding at times, including their understanding of other faiths and religions.

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Personal development and wellbeing Expected standard

Leaders provide a broad range of enrichment opportunities that help pupils develop their talents and interests. Pupils take part in visits and wider activities that support their confidence, teamwork and sense of responsibility. Many of these activities are a real highlight for pupils, and they speak about them with great enthusiasm. Participation is monitored so that all pupils are encouraged and enabled to take part.

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

This is a school at the heart of its community. Pupils and parents value this inclusive and supportive school. Attendance is high, and pupils arrive each day ready to learn. Leaders have created a culture where pupils feel safe and are well cared for. 'The parable of the mustard seed' from Matthew's gospel is at the heart of the school's vision. This vision is realised, as pupils are nurtured to grow well in all aspects of their education and wider lives.

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

Strong relationships between staff and pupils ensure that individuals are known well and supported effectively. As a result, pupils enjoy school and demonstrate consistently positive attitudes towards their learning. The school dog 'Rocket' is very popular and contributes to the family feel of the school.

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

Pupils behave very well across the school. From the early years onwards, clear routines and high expectations are firmly established and understood. Pupils respond positively to these expectations. In lessons, they concentrate well, listen carefully and work cooperatively with their peers. Around the school, behaviour is calm and orderly. Pupils are polite and respectful towards adults and each other, contributing to a positive and purposeful learning environment.

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

There is rarely any bullying. Leaders and staff have created a culture in which unkind behaviour is not tolerated. Pupils are confident that adults will deal with any concerns quickly and effectively. This helps pupils feel safe and secure in school and supports the calm atmosphere that is evident throughout the day.

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

Pupils achieve well across the school. They develop the knowledge and skills they need to be successful learners and are prepared for the next stage of their education. Pupils with special educational needs and/or disabilities are supported effectively so that they make progress from their individual starting points. The 'Wark Experiences', such as residential trips to London, beach visits and using the local area to expand historical knowledge, contribute to the many opportunities that there are for pupils to broaden their horizons.

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Next steps

Leaders should ensure that pupils develop secure and detailed knowledge across the personal, social and health education curriculum. Leaders at all levels should continue to refine the curriculum so that it is appropriately developed and effective at supporting the teaching of mixed-age classes.

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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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About this inspection

This school is part of Durham and Newcastle Diocesan Learning 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), Paul Rickeard, and overseen by a board of trustees, chaired by John Taylor.

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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, deputy headteacher and other senior leaders during the inspection. The lead inspector also met with the CEO, members of the local governing board and the chair of the board of trustees.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Church of England religious character. The last section 48 inspection took place in March 2023.

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About this inspection

The school makes use of no alternative provision.

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About this inspection

The school also operates a nursery from the same premises for 3- and 4-year-old children.

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About this inspection

Headteacher: Michael Boucetla Well below average

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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

2024/25 (final) 67% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 73% ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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