Bill Quay Primary School

Bill Quay Primary School

Address: Davidson Road, Bill Quay, Gateshead, Tyne and Wear, NE10 0UN Unique reference number (URN): 108357

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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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Achievement Expected standard

Pupils, including those who are disadvantaged, achieve well. Most pupils have the knowledge that they need to achieve the phonics screening check in Year 1. By the end of Year 6, pupils achieve highly in reading and mathematics compared with national averages. The support that pupils with special educational needs and/or disabilities receive enables them to also achieve well relative to their starting points.

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Achievement Expected standard

Leaders have placed an emphasis on developing pupils’ speaking skills and vocabulary. As a result, pupils are articulate and able to explain their ideas clearly. They confidently recall prior learning from many subjects. For example, they demonstrate secure knowledge of the locations and features that they have studied in geography. Pupils embrace the challenge of learning to code and debug computer programming. They confidently perform complex tunes on the tin whistle, reading from sheet music. In design and technology, pupils evaluate the effectiveness of umbrellas they have designed and made. Most pupils acquire the knowledge and skills that they need to progress to their next stages of learning.

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Attendance and behaviour Expected standard

The majority of pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, attend school regularly. Leaders have a rigorous approach to improving pupils' attendance rates. Parents, carers and pupils are clear about why regular attendance matters. Leaders tenaciously challenge and support families in removing barriers to high attendance for pupils. They have further strengthened their approach to tackling term-time holidays. As a result, the proportion of pupils who are persistently absent is lower than the national average.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils' behaviour. Staff build positive and warm relationships with pupils. Pupils are polite and respectful. They typically behave well and generally show positive attitudes towards their learning. Most pupils focus on their learning and follow instructions. Clear routines are embedded, and teachers rarely need to remind pupils to stay on task. A structured approach to playtimes has been introduced. This enables pupils to choose activities that develop their resilience and teamwork skills. Pupils feel safe. Incidents of bullying or unkindness are rare. Where this does occur, staff ensure that it is addressed.

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Curriculum and teaching Expected standard

Leaders have strengthened the curriculum so that it builds pupils’ knowledge and skills in a logical and ambitious sequence. Teachers' subject knowledge is enhanced through ongoing training, which equips them to teach effectively across the curriculum. Pupils with special educational needs and/or disabilities are typically provided with the support that they need. In lessons, teachers routinely check pupils’ understanding of newly introduced content and adapt their teaching effectively to address any gaps. Assessment systems across the curriculum have been improved. This is enabling leaders to track pupils’ progress through the curriculum with greater accuracy. They respond swiftly where support is needed. The school's chosen phonics scheme is taught precisely. Checks are made on pupils' accuracy and understanding. Pupils at the earliest stage of learning to read receive carefully designed support to help them to catch up. Leaders have simplified how staff teach writing.

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Curriculum and teaching Expected standard

This is focused on sentence structure and skills to produce high-quality writing. At times, errors in pupils' letter and number formation hinder their ability to check the accuracy of their work. Leaders have recently begun to address this. In the early years, this is having a positive impact. However, gaps remain for some older pupils. Reminders for pupils to hold pencils efficiently or to form letters and numbers correctly are not as timely or consistent as they could be.

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Early years Expected standard

Leaders have recently established a well-resourced nursery provision. The environment has been designed to support the development of the youngest children across all areas of learning. Children, including those in the 2-year-old provision, engage in activities that inspire their imagination, develop their pre-writing skills and support their physical development.

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Early years Expected standard

Leaders have ensured that a well-thought-out curriculum builds children's vocabulary and knowledge of stories over time. There is a clear progression from the Nursery to the Reception Year. Older children excitedly apply their early writing and number knowledge to solve problems, draw maps and complete investigations about minibeasts. Children develop a thirst for knowledge. They enthusiastically recall key facts about bees and their role in pollinating flowers.

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Early years Expected standard

High-quality interactions throughout the provision develop children's communication and language skills. The precise teaching of phonics further equips children with the skills that they need to be ready to move into Year 1. High expectations from staff ensure that children behave well and develop high levels of independence. Leaders develop effective partnerships with parents and carers. Parents value the positive, warm relationships staff establish with children. They feel involved in their children's education and well informed. An extended transition period at the end of the Nursery Year helps children to get to know their new environment and staff well, so they settle quickly into the Reception Year.

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Inclusion Expected standard

Leaders have recently strengthened this aspect of the school's work. Pupils with special educational needs and/or disabilities (SEND) are well known to staff and leaders. Leaders have introduced systems to quickly identify barriers that pupils may face. For example, children in the early years are screened for communication and language needs. Leaders listen to and act on parental concerns about pupils who may have additional needs. Where necessary, they seek expert advice to precisely tailor a programme of support.

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Inclusion Expected standard

Leaders design support that sets out the steps that staff follow to help pupils with SEND to participate fully in lessons. Support is reviewed and adapted frequently. Leaders have implemented a programme of professional learning to further equip staff to meet a wide range of pupils' needs. Staff typically make effective and timely adaptations within lessons to ensure that pupils can access their learning. As a result, most pupils with SEND make progress through the curriculum from their starting points. Pupil premium funding is used effectively to strengthen teaching, provide targeted academic support and enrich pupils' experiences. As a result of these actions, disadvantaged pupils typically achieve well compared with other pupils nationally.

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Leadership and governance Expected standard

Leaders and governors know the school well. They are committed to its ongoing improvement. They have a secure understanding of the school’s strengths and areas for development. Recently, leaders have taken effective steps to strengthen the teaching of phonics and handwriting. They routinely monitor the impact of their actions to address these areas to ensure that improvements are built on. Sometimes, across other priorities, leaders do not always identify inconsistencies in the delivery of the curriculum and expectations of pupils.

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Leadership and governance Expected standard

Leaders generally set high expectations and consistently model the school’s values. This has fostered a positive and welcoming culture in which staff and pupils feel valued and enjoy a real sense of belonging. Leaders also demonstrate a clear commitment to managing staff workload and supporting wellbeing. Working with external partners, leaders ensure that staff receive high-quality professional learning opportunities. Most recently, this has helped to enhance subject knowledge, improve the teaching of phonics and help staff to further develop pupils’ oracy skills. Staff, parents and carers are overwhelmingly positive about the school and its work.

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Leadership and governance Expected standard

Governors are dedicated. They take their roles seriously. Governors gain first-hand insight into the impact of actions to further improve the provision for pupils. They provide appropriate professional challenge and hold leaders to account effectively. Governors also fulfil their statutory responsibilities. They ensure that funding, particularly for disadvantaged pupils, is used efficiently and in the best interests of pupils.

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Personal development and wellbeing Expected standard

Leaders have skilfully planned the personal development and wellbeing offer. They have identified the key things that pupils need to know. This includes how to keep safe in their local area when they are close to nearby railway lines, roads and rivers. Pupils are aware of the importance of seeking help in emergencies. Visits, such as to an interactive education centre, provide pupils with opportunities to participate in realistic scenarios. This helps them to deepen their understanding of everyday hazards and how to prevent them. As a result, pupils can recall key facts that will keep them safe. Through the personal, social and health education programme, pupils also learn how to use social media and the internet safely. Where pupils may have barriers to accessing the curriculum, suitable adaptations are provided to ensure that they secure this key learning. This ensures pupils with special educational needs and/or disabilities have the knowledge that they need to protect

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Personal development and wellbeing Expected standard

Children in the early years learn the importance of having a balanced diet. They learn about foods that help to keep them healthy. As pupils journey through the school, this learning is built on. Pupils learn about the importance of exercise, sleep and being outdoors to promote positive mental health and wellbeing. Pupils who need additional support for developing resilience and wellbeing receive appropriate support. This includes purposeful engagement with experts and external agencies and opportunities outside of school.

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Personal development and wellbeing Expected standard

Through the curriculum and assemblies, pupils develop a secure understanding of different faiths and cultures. They are clear why it matters that they understand this. Similarly, pupils understand the importance of the fundamental British values. They value opportunities to practise democracy by voting for representatives to the school council. Through various leadership roles, pupils learn how they can effect change. This includes suggesting after- school clubs, choosing playground equipment and helping to make the school safer.

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

Bill Quay Primary School is at the heart of the community. Pupils are proud to be part of this warm and welcoming school family. Most pupils come to school each day and behave well. They are polite and respectful and act with integrity. For example, they hold doors open for one another and older pupils support younger children during playtimes. Children in the early years show high levels of respect for adults and each other. They share resources and show resilience and independence. Pupils are confident and friendly. They enjoy sharing their ideas and learning with visitors, governors and staff. Pupils have a deep sense of belonging. If bullying occurs, pupils are confident that this will be addressed quickly and effectively.

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

The school’s caring ethos begins in the early years, where children’s needs are met from the start. Across the school, pupils feel happy and safe. They are well known to staff, who value them as individuals. Pupils follow the school's values. These include empathy, sincerity and teamwork. Pupils are keen to be recognised for demonstrating these and earning the chance to take the 'values mascot' home for the weekend. Pupils also enjoy a range of opportunities to broaden their experiences and enrich the curriculum. This includes visits to a local farm, museums and art galleries.

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

The early years curriculum provides a foundation for children so that they are ready to move on to Year 1. Pupils, including those who are disadvantaged, typically achieve well. Leaders work with parents, carers and other professionals to identify barriers that pupils may face in their learning. They support pupils, including those who have special educational needs and/or disabilities, to overcome challenges that they experience.

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Next steps

Leaders should ensure that the teaching of handwriting is further embedded, so that pupils consistently use an efficient pencil grip and form their letters and numbers correctly. Leaders should strengthen the effectiveness of their monitoring to ensure that the quality of teaching and assessment is consistently high across subjects and year groups, so that all pupils achieve highly across the curriculum.

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Team inspectors:

Lianne Dixon, Ofsted Inspector Chris Horn, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 19 May 2026

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About this inspection

The chair of the board of governors in this school is Jonathan Ward.

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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 met with the headteacher and other leaders during the inspection. The lead inspector also met with governors and spoke with a representative from the local authority. Inspectors also spoke with parents and pupils.

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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 does not make use of any alternative provision.

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About this inspection

The school hosts a breakfast club and an after-school club, registered under a different URN. This provision is not managed by the school.

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About this inspection

The school provides education for 2-year-old children.

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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 6 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 needs support 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

2023/24 (final) 63% 61% 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) 70% 72% Close to average

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average

2022/23 (final) 77% 71% 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) 80% 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

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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

2022/23 (final) 50% 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

‘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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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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average

‘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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