Esh CofE (Aided) Primary School

Esh CofE (Aided) Primary School

Address: Front Street, Esh, Durham, County Durham, DH7 9QR Unique reference number (URN): 148303

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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

Attendance at the school is strong and continues to be a priority for leaders, staff and families. Pupils attend regularly because they value their learning and enjoy being part of the school community. Persistent absence is particularly low, reflecting the effectiveness of the school’s clear systems for monitoring attendance and providing timely, targeted support where it is needed. Leaders work closely with families and, where appropriate, external agencies to remove barriers to attendance and ensure that pupils are able to access education consistently.

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Attendance and behaviour Strong standard

Behaviour across the school is calm, positive and well managed. Pupils respond well to clear routines and consistent expectations, which help to create a purposeful learning environment. They are respectful towards staff and one another, and demonstrate positive attitudes to learning throughout the school day.

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Attendance and behaviour Strong standard

The school is supporting pupils to develop their ability to self-regulate their behaviour effectively. Staff use a shared approach and consistent language to help pupils recognise and manage their emotions, particularly when learning feels challenging. This is helping pupils to become more independent in managing their behaviour over time.

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Attendance and behaviour Strong standard

Incidents of bullying are rare, and if they do occur they are dealt with promptly and effectively. Overall, the school’s strong culture of care and high expectations ensures that pupils feel safe, supported and able to learn without disruption.

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Personal development and wellbeing Strong standard

The school’s personal development, wellbeing and behaviour programme is carefully designed to support pupils to become confident, respectful and responsible members of society. Rooted in the Christian values of compassion, respect and perseverance, it helps pupils to understand how to make positive choices, work well with others and contribute meaningfully to their school and wider community.

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Personal development and wellbeing Strong standard

Pastoral support is a notable strength. Staff know pupils and their families well and respond quickly to individual needs, ensuring that pupils feel safe, listened to and well cared for. This support helps pupils to manage emotions, settle into routines and engage positively with learning. Where pupils need additional guidance, staff provide timely support that builds confidence and resilience over time.

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Personal development and wellbeing Strong standard

Pupils develop a secure understanding of life in modern Britain through a wide range of experiences. They learn to respect and value difference, showing tolerance and understanding in their interactions with others. Through pupil leadership roles, such as the school council, they experience democratic processes and understand how their views can influence change. Involvement in charity work, including support for the local foodbank, helps pupils to understand fairness, responsibility and the importance of contributing to the wider community.

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Expected standard

The house system promotes teamwork and belonging, with pupils motivated by termly rewards that recognise effort, kindness and contribution. Collective worship, led regularly by the vicar, provides opportunities for reflection and reinforces shared values across the school community.

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Expected standard

A rich programme of enrichment supports pupils’ wider development. Outdoor sessions help pupils build resilience, independence and teamwork. A range of clubs, including art and sports, allow pupils to develop interests and friendships. Residential trips, which take place twice a year, are highly valued and help pupils to build confidence and social skills in new environments.

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Achievement Expected standard

Pupils, including those who are disadvantaged, achieve well across the curriculum from their different starting points. By the end of Year 6, pupils typically attain in line with national outcomes in reading, writing and mathematics, as reflected in published outcomes. As a result, most pupils are well prepared for the next stage of their education.

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Achievement Expected standard

Pupils develop secure foundational knowledge in key areas, including reading, writing and mathematics, which supports their learning across other subjects. Early reading is taught effectively, enabling pupils to become confident and fluent readers as they move through the school.

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Achievement Expected standard

Pupils apply their knowledge and skills across the wider curriculum. They use their reading, writing and mathematical understanding in subjects such as science, history and geography. For example, pupils present their ideas clearly in written work and use data handling skills when working with graphs and tables.

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Achievement Expected standard

Pupils take pride in their work and typically produce well-presented, organised writing. They show increasing accuracy in spelling, punctuation and grammar, and develop fluency in handwriting as they progress through the school. Most pupils, including those with special educational needs and/or disabilities, make secure progress from their starting points.

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Curriculum and teaching Expected standard

Leaders have designed a broad and carefully sequenced curriculum that builds pupils’ knowledge step by step from the early years to Year 6. Clear identification of important knowledge and vocabulary ensures that pupils know what is important and can revisit and build on prior learning over time. The curriculum places a clear emphasis on language development, reading and mathematical understanding, helping pupils to develop secure foundations for the future.

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Curriculum and teaching Expected standard

Early reading is taught well through a consistent phonics programme, enabling pupils to become confident and increasingly fluent readers from the start. Across the wider curriculum, pupils are generally able to recall and apply what they have learned in different contexts.

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Curriculum and teaching Expected standard

Teachers use their subject knowledge effectively to explain new concepts clearly and to model learning. Regular checks on pupils' understanding help staff to identify misconceptions and provide timely support, ensuring most pupils keep up with the intended curriculum. In mathematics and writing, structured approaches support pupils to develop accuracy, fluency and confidence over time.

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Curriculum and teaching Expected standard

Leaders provide staff with appropriate training and guidance, which supports effective curriculum delivery. Pupils, including those with special educational needs and/or disabilities, are typically supported well to access learning alongside their peers and achieve from their starting points.

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Early years Expected standard

Children make a positive start to their education in the early years. They settle quickly into established routines, feel safe and secure, and enjoy the wide range of engaging learning experiences on offer. Warm, nurturing relationships help children to develop confidence and curiosity from the outset.

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Early years Expected standard

The early years curriculum is carefully planned and provides secure foundations for future learning. It places an emphasis on communication and language, early reading and mathematics. Vocabulary development is a particular strength. Staff introduce and model ambitious language throughout the day, encouraging children to use new words, such as 'miniature', accurately in their play and conversations. This helps children to develop confidence as communicators and prepares them well for future learning.

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Early years Expected standard

Reading is prioritised from the start. Children learn phonics through a consistent approach and apply their knowledge when reading books that are closely matched to the sounds they know. Staff regularly check children's understanding and adapt learning to ensure they continue to make good progress.

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Early years Expected standard

Adults know children well and use assessment effectively to build on what they already know. Thoughtful questioning extends children's thinking and deepens their understanding during both adult-led activities and independent play. As a result, children develop secure knowledge and skills across the curriculum and are prepared for the transition into Year 1.

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Inclusion Expected standard

The school is an inclusive community where staff know pupils well and are alert to their individual needs. Careful attention is given to identifying barriers to learning and wellbeing, and staff work closely with families and external agencies to ensure pupils receive appropriate support. This helps pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, to access the full curriculum and feel a strong sense of belonging within school life.

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Inclusion Expected standard

Teachers use ongoing assessment and specialist advice to plan effective support for pupils. Staff are committed to helping pupils succeed and ensure that additional help is in place when needed, so pupils can keep up with their peers and build confidence over time. Relationships between school and home are positive and help to strengthen pupils’ engagement and progress.

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Inclusion Expected standard

Leaders regularly review the progress of vulnerable pupils and ensure that provision is responsive to their needs. Where additional funding is used, it is directed to support pupils’ academic and personal development and to promote inclusion in wider school experiences.

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Inclusion Expected standard

However, leaders are aware that further work is needed to strengthen the strategic planning, delivery and evaluation of interventions. While interventions are in place and informed by teachers’ assessments, they are not consistently planned or delivered through a rigorous whole-school approach. Leaders are working to refine this aspect so that support is more sharply targeted and consistently effective across the school.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school’s strengths and priorities for improvement. Their strategic vision is rooted in the school’s Christian ethos and a determination to provide the best possible education and care for every pupil. Leaders know the school community well and make informed decisions that reflect pupils’ needs and support continued improvement.

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Leadership and governance Expected standard

The trust provides effective support and challenge, helping leaders to refine key aspects of the school’s work while maintaining high expectations. Trust colleagues work alongside school leaders to provide professional expertise, quality assurance and opportunities for staff development. This collaborative approach strengthens leadership capacity and contributes positively to school improvement.

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Leadership and governance Expected standard

Leaders invest in professional development, ensuring staff continue to develop their knowledge and expertise. Staff value the support they receive and appreciate leaders’ consideration of their wellbeing and workload when implementing change. This contributes to a positive culture where staff are committed to the school’s vision and ambitions.

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Leadership and governance Expected standard

Those responsible for governance know the school well and fulfil their statutory responsibilities effectively. They provide an appropriate balance of support and challenge, using a range of information to hold leaders to account for pupils’ achievement, attendance, safeguarding and the quality of education. Governors and trust leaders share leaders’ ambition for the school and maintain a clear focus on securing the best outcomes for pupils.

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Leadership and governance Expected standard

Parents speak positively about the school’s caring ethos and approachable staff, and the range of opportunities available to their children. They value the relationships that leaders have established with families and the school's commitment to ensuring that every pupil is supported to thrive.

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

Pupils enjoy a warm, caring and purposeful environment in school where they feel safe, valued and ready to learn. A strong Christian ethos underpins daily life and gives the school a clear sense of identity and belonging. The values of compassion, respect and perseverance are woven through everything the school does and are clearly understood and lived out by pupils and staff. As a result, pupils develop strong character, show kindness to others and are encouraged to keep going when learning becomes challenging.

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

Pupils benefit from highly positive relationships with staff. They know they are listened to and that there are trusted adults they can turn to if they have any worries. This strong pastoral support ensures that pupils feel secure and well cared for. Staff know pupils well and respond quickly to their needs, helping them to thrive both academically and personally.

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

Behaviour around the school is calm and orderly. Pupils are respectful towards one another and understand the importance of treating others with kindness. Bullying is rare, and if it does occur it is dealt with promptly and effectively, helping pupils to understand the impact of their actions and to move forward positively.

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

Pupils achieve in line with national outcomes because teaching is effective and expectations are clear. Pupils are encouraged to persevere with their learning, take pride in their work and develop confidence over time. Those who need extra help are supported well so that they can keep up and succeed alongside their peers.

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

Beyond the classroom, pupils enjoy a rich range of experiences that enhance their personal development. Residential trips are a much-valued part of school life and help pupils to build independence, teamwork and lasting memories. Pupils also take part in a variety of clubs, including sports and board games, where they develop friendships, confidence and new interests.

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Next steps

Leaders should strategically monitor the impact of interventions to ensure that they are having the desired impact on pupils' outcomes.

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About this inspection

This school is part of the Melrose Learning Trust, which means that other people in the trust have responsibility for running the school. The trust is run by the chief executive officer (CEO) Roger Ward and overseen by a board of trustees, chaired by Paul Mackings.

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About this inspection

The chair of the board of governors in this school is Gareth Ayre.

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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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Team inspectors:

Zoe Westley, Ofsted Inspector Deborah Ashcroft, 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 30 June 2026

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What does this mean?

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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What does this mean?

This school is registered as having a Christian religious character. It is in the Diocese of Durham. Its last section 48 inspection was November 2025.

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What does this mean?

Inspectors spoke with the headteacher and other school and trust leaders during the inspection. They spoke to the CEO and the chair of the trust. They also met with members of the governing body and spoke with a representative of the diocese.

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What does this mean?

Inspectors spoke with pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school does not use any alternative provision.

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What does this mean?

The school has nursery provision for 3- and 4-year-olds.

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What does this mean?

Headteacher: Andrew Park 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

2024/25 (final) 60% 62% Close to average

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average

2022/23 (final) 56% 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

2022/23 (final) 75% 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

2024/25 (final) 67% 72% Close to average

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 75% 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

2024/25 (final) 73% 74% 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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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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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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