Cragside CofE Controlled Primary School

Cragside CofE Controlled Primary School

Address: Westloch Road, Cramlington, Northumberland, NE23 6LW Unique reference number (URN): 134473

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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

Leaders maintain a sharp focus on ensuring that all pupils achieve well. This means that pupils typically leave school well prepared for their next steps in education. In reading, pupils, including disadvantaged pupils, often achieve better than their peers nationally. Gaps in pupils' knowledge are quickly identified and successfully addressed. Pupils with special educational needs and/or disabilities progress well from their starting points. These pupils are generally well supported.

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Achievement Expected standard

In early reading, effective phonics teaching helps children gain confidence and fluency. Pupils' attainment in the Year 1 phonics screening check last year was high. Leaders have implemented a revised curriculum for mathematics to ensure a sharper focus on number facts. Consequently, outcomes in the Year 4 multiplication tables check are improving.

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Achievement Expected standard

Leaders prioritise children’s language skills from the start. As pupils progress through the school they build subject-specific vocabulary across the wider curriculum. Generally, pupils talk confidently about what they have learned.

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Attendance and behaviour Expected standard

Overall attendance is above the national average. Leaders have high expectations of pupils' attendance. In recent years, there has been a dip in pupils’ attendance. Leaders have placed a sharp focus on improving rates of persistent absence for disadvantaged pupils. They have developed robust processes for identifying patterns in absences. Leaders work well with parents and other agencies, including the local authority, to tackle barriers to attendance. This has resulted in a reduction in pupils who are persistently absent and attendance for all pupils that is now above the national average. Leaders recognise that this improvement needs to be sustained over time to secure consistently high attendance.

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Attendance and behaviour Expected standard

Leaders ensure that clear expectations from staff support calm and orderly classrooms. Most pupils behave well. They listen carefully and concentrate well in lessons. A few pupils occasionally need reminders to stay on task in lessons. Pupils generally model the school’s values of kindness and respect in their daily behaviour. Leaders provide effective support to pupils who struggle to manage their emotions. This enables these pupils to concentrate in lessons. Leaders ensure that the school is a place where everyone is welcome. They usually ensure that incidents of bullying or any form of discrimination are tackled quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is well sequenced from the early years to Year 6. There is a sharp focus on ensuring that pupils secure the basics in reading, writing and mathematics early in school, so that pupils are well-prepared for future learning. Leaders review the quality of the curriculum regularly and make informed decisions about how to improve it. For example, leaders focus on the writing curriculum this year is supporting pupils to write clearly about their learning across the curriculum. Leaders check the quality of teaching to ensure high standards. They provide training to support teachers' subject knowledge. Recent changes to the school’s writing and mathematics curriculum are beginning to have a positive impact on pupils' progress. In all subjects, there is a focus on developing pupils’ vocabulary. Pupils generally remember key vocabulary to use in their writing and discussions about the curriculum. Teaching typically

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Curriculum and teaching Expected standard

supports pupils to remember important knowledge before moving on. On occasion, the feedback given to pupils does not help pupils to improve their work or deepen their knowledge. Phonics is taught systematically which supports pupils to learn to read. Pupils who fall behind catch up quickly.

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Curriculum and teaching Expected standard

Staff generally adapt lessons appropriately for disadvantaged pupils and those with special educational needs and/or disabilities. This helps pupils to access the same learning as their peers most of the time.

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Early years Expected standard

Leaders and staff work closely with parents and carers to ensure smooth transition into school. Staff build warm relationships with children, which helps children to feel safe. Children settle quickly and engage positively with learning.

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Early years Expected standard

The early years curriculum is carefully planned to develop the knowledge and skills that children need at the start of their education. It is adapted to meet children's needs, including those with special educational needs and/or disabilities. Leaders know what is working well and where improvement is needed. For example, leaders have recently developed provision to ensure that activities support children to practice number facts. Reading is prioritised. In the Nursery Year, children experience songs and rhymes. In the Reception Year, children follow a structured phonics programme. They start to read and write words with increasing accuracy.

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Early years Expected standard

Activities in the early years typically promote children’s language development and independence. Classroom teaching is purposeful and well matched to what children need. Across the early years, leaders are developing the curriculum to ensure that the Nursery Year better prepares children for Reception Year and beyond. Leaders have refined the curriculum and trained staff to ensure that staff know how to extend and consolidate learning. Most children reach a good level of development so that they are well prepared for Year 1.

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Inclusion Expected standard

Leaders have developed a culture where support for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged is prioritised in all aspects of school life. Leaders quickly identify pupils’ needs when they join the school. Leaders have established clear systems to ensure that pupils typically get the right support at the right time building from these starting points.

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Inclusion Expected standard

Leaders use their expertise and knowledge of each pupil to put personalised support in place. The school has developed a small-class provision called 'The Nest' where pupils receive additional support to develop their communication and language skills. Leaders tap into the expertise from external agencies to provide staff with the understanding they need to meet pupils’ needs effectively.

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Inclusion Expected standard

Leaders have high expectations for pupils. Typically, staff make appropriate adaptations to learning so that pupils access the full curriculum. Leaders frequently review the impact of their work to ensure their approaches support pupils’ academic progress and personal development.

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Inclusion Expected standard

Pupil premium funding is used appropriately. Consequently, disadvantaged pupils typically achieve highly, attend well and participate fully in school life. Support for children known to children’s social care is well considered. When a pupil’s needs cannot be met on site, leaders ensure that they select the most appropriate alternative provision. They maintain close oversight of pupils' attendance, safety and learning.

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Leadership and governance Expected standard

Leaders have an accurate view of the school's strengths and areas for improvement. They know pupils well, including those who face barriers to their learning and/or wellbeing. Leaders use this knowledge to inform their actions to improve the school. For example, improving the curriculum and support for disadvantaged pupils.

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Leadership and governance Expected standard

Staff feel valued because leaders invest in their development and wellbeing. Professional development is thoughtfully planned. It draws on research and evidence. Training and support for adults generally helps staff to develop effective practice over time. Early career teachers are well supported. They feel confident in their roles. Leaders are considerate of staff workload and wellbeing. Staff feel supported by leaders. Parents and carers generally speak positively about the school. Many say that they appreciate the support provided for their children.

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Leadership and governance Expected standard

Governors gather information about the school’s performance from a range of sources. They fulfil their statutory duties. They visit the school to check that leaders’ actions are improving the school. Governors are committed to supporting the school to be fully inclusive for pupils with special educational needs and/or disabilities or those facing other challenging personal circumstances. Governors know the school's improvement priorities well. They bring an appropriate range of skills to their role. However, leaders and governors do not review their systems and records with sufficient rigour. Some oversight processes are not as robust as they could be. This sometimes hinders how closely governors hold leaders to account.

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Personal development and wellbeing Expected standard

Leaders have designed a well-considered programme for pupils’ personal development that is shaped around the school’s context so that pupils develop their understanding of life in modern Britain. Leaders ensure that this programme helps pupils to reflect on their beliefs and choices. Assemblies and the curriculum for personal, social, health and economic education help pupils to develop a sense of safety in relationships, online and in the community. Pupil understand about online risks, including cyber bullying. Visitors, such as local police officers, fire fighters and the Royal National Lifeboat Institution help pupils to understand risks such as cold water safety and safety in the community. The curriculum for relationships and sex education and health education is age appropriate and sequenced well.

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Personal development and wellbeing Expected standard

Leadership opportunities contribute meaningfully to pupils’ sense of responsibility. Through their roles as kindness ambassadors and sports leaders, pupils develop a secure understanding of democracy and mutual respect. The curriculum helps pupils to develop a sophisticated understanding of different religions and people from around the world. Leaders provide opportunities for pupils to learn about global citizenship. Through their longstanding link with a school in Rwanda pupils understand that we all share one planet, that everyone has rights, and that their small everyday actions impact on the world. Pupils discuss current and global events with maturity.

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Personal development and wellbeing Expected standard

Pastoral support is effective. Staff know pupils well and respond promptly and appropriately to needs. Pupils say that they feel safe, happy and supported. Pupils know adults they can trust if they have any concerns. Targeted and informal support helps pupils, particularly those experiencing challenging personal circumstances, to manage emotions and build resilience.

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Personal development and wellbeing Expected standard

A range of clubs and educational visits enrich pupils’ experiences and broaden their interests. Leaders and staff ensure that disadvantaged pupils and those with special educational needs and/or disabilities access the full offer.

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

Pupils are welcomed into this caring school community. They are polite and make a positive contribution to life through their leadership roles. Pupils learn about a diverse range of world faiths and differences. This helps pupils to understand important values such as fairness and respect.

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

Pupils develop warm and respectful relationships with adults and other pupils as they progress through school. Incidents of bullying are rare. Pupils trust staff to help them to deal quickly with any concerns they may have. Consequently, pupils feel safe and well cared for. They enjoy school and attend regularly. Children in the early years make a secure and happy start to their life in school.

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

Pupils, including those with special educational needs and/or disabilities (SEND), and those who are disadvantaged, are supported by adults who know them well. This helps pupils to engage fully in learning and benefit from the school’s wider offer. Pupils generally behave well in lessons and around the school. Staff understand the barriers and challenges that some pupils face in their learning. They typically provide the support which pupils need to succeed. On the whole, pupils enjoy learning and achieve well, particularly in reading and writing. Most pupils leave school well prepared for the next stage of their education.

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

Leaders plan exciting experiences for pupils to gain an understanding of the world. For example, pupils benefit from partnerships with schools in Rwanda and China. This encourages positive relationships and an understanding of life beyond their school. Pupils also develop their sense of responsibility through leadership roles. They take part in a wide range of clubs and residential trips that build their independence and confidence. Pupils, including those with SEND and those who are disadvantaged, are well supported to benefit from these opportunities. Consequently, pupils are well prepared for life in modern Britain.

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Next steps

Leaders and governors should strengthen their oversight of key systems and records so that they can accurately identify any areas of weakness. This includes ensuring that systems and processes for reporting and recording concerns are effectively and continually reviewed. Leaders should ensure that recent changes to the curriculum are embedded, and highly effective teaching is consistently established across all subjects and year groups to ensure that more pupils achieve highly.

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About this inspection

The chair of the board of governors in this school is Michelle Fraser.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, other school leaders and staff during the inspection. The lead inspector spoke to a representative from the local authority and the Diocese of Newcastle. The lead inspector also met with members of the governing board, including the chair and vice chair.

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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 is registered as having a Church of England religious character. It is in the Diocese of Newcastle. Its last section 48 inspection was March 2025.

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About this inspection

The school currently makes use of 3 alternative provisions, including 2 that are unregistered.

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About this inspection

The school has undergone a significant change since the last inspection. It now includes provision for 3-year-olds.

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Lead inspector:

Kathryn McDonald, His Majesty's Inspector

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Team inspectors:

Catherine Lee, Ofsted Inspector Alison Cottrell, 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 23 June 2026

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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) 66% 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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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) 81% 74% Close to average

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average

2023/24 (final) 72% 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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 67% 63% 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

2024/25 (final) 56% 59% Close to average

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average

2023/24 (final) 63% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 56% 61% Close to average

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average

2023/24 (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

2023/24 (3 term) 5.4% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 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

2023/24 (3 term) 14.5% 14.6% Close to average

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national average

2022/23 (3 term) 15.3% 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.

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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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