West Lane Primary School

West Lane Primary School

Address: West Lane, Winlaton, Blaydon-on-Tyne, Tyne and Wear, NE21 6PH Unique reference number (URN): 108346

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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, typically achieve well in national tests taken at the end of Year 6 and in the phonics screening check in Year 1. Historically, some pupils have not performed well compared to the national average in the Year 4 multiplication check. However, leaders have addressed this in their curriculum approach over the last year. Current pupils demonstrate a secure knowledge in this area.

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Achievement Expected standard

Pupils' work and recall demonstrate a solid understanding of what they have learned. For example, pupils can discuss the pros and cons of deforestation and understand debates around Pluto's place in the solar system.

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Achievement Expected standard

Leaders have established a secure platform from which they can build towards their ambition for pupils to consistently achieve high levels across the curriculum. This includes disadvantaged pupils achieving as well as their non-disadvantaged peers nationally.

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Attendance and behaviour Expected standard

Leaders are committed to improving pupils' attendance. Staff are clear that this commitment is everyone’s responsibility. Leaders use effective and consistent strategies to address absence and respond promptly to any decline in attendance. They intervene early, offering support where pupils may face barriers to attending well. Parents, carers and pupils know why it is beneficial to attend school regularly. Actions taken by leaders have resulted in attendance for all pupils being broadly in line with national averages. The proportion of pupils who are regularly absent is reducing over time.

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Attendance and behaviour Expected standard

Pupils typically behave well. They are unfailingly polite, they open doors and consistently say please and thank you. Pupils listen to one another and take turns to speak. Outside of lessons, most pupils follow the rules. They are consistently kind and respectful towards one another. Bullying is rare, but on the odd occasions it does occur, it is dealt with swiftly and effectively by staff. Pupils play well together and warmly welcome new pupils who join the school. During lessons, pupils are focused on learning. Pupils receive rewards for demonstrating good behaviour, which they value receiving.

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Curriculum and teaching Expected standard

Leaders have a well-informed and accurate view of teaching and the curriculum. Leaders have taken steps to strengthen aspects of their curriculum, with a focus on ensuring that there is a clear and appropriate sequence of learning that builds pupils' knowledge over time. This is particularly the case in phonics, writing and mathematics. They have ensured that the curriculum sets out the key knowledge that pupils need to know so that pupils are ready for their next stage of education.

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Curriculum and teaching Expected standard

Leaders have supported subject coordinators to access a range of specialist training, enabling them to help colleagues to deliver the curriculum consistently well. Teachers have secure subject knowledge. There has been a particular focus on subject-specific vocabulary to help pupils use terminology in context and widen their word choices. However, errors in spelling are not always picked up effectively by teachers outside English and writing lessons.

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Curriculum and teaching Expected standard

Staff typically adapt the curriculum to ensure that pupils who need additional support can access their learning. Leaders ensure that staff have suitable training opportunities to support pupils' learning. For example, recent training has helpfully supported staff to better meet pupils' social, emotional and mental health needs.

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Early years Expected standard

Children get off to a flying start in the Nursery Year. Staff have created a vibrant space that inspires children's imaginations. They have carefully chosen a range of resources that interest children and help them to develop their early reading, writing and knowledge of number. Carefully chosen books in each area of learning promote a love of reading. Children readily join in with songs and rhymes that help to expand their speech and language.

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Early years Expected standard

In the Reception Year, children’s reading and writing skills are developed through a well- taught phonics programme. Children are supported to be ready for their next stage of education. Occasionally, some activities across the provision are not precisely matched to children’s starting points. This means that, from time to time, some learning may take a little longer to embed.

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Early years Expected standard

Leaders have created a suitable plan of what should be taught and when. Leaders have started to develop this further. Their plans aim to enable children to develop a more purposeful early understanding of areas, such as geography and science. Staff engage with children in quality verbal interactions. These help children to develop their speech, language and communication skills.

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Inclusion Expected standard

Leaders have ensured that this is an inclusive school. They identify pupils’ academic, social and emotional needs with care and precision, drawing effectively on a range of professional advice. This enables staff to plan extra support that means pupils overcome barriers to their learning and personal development. Leaders work closely with parents and carers to ensure that appropriate and effective help is in place, including for pupils with special educational needs and/or disabilities (SEND). Provision is reviewed regularly and adjusted promptly when required. As a result, pupils with SEND, and those who are looked after or previously looked after, progress well with their learning.

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Inclusion Expected standard

In lessons, pupils receive the support that makes learning accessible. Skilled staff address gaps in learning effectively, enabling pupils to catch up. Leaders have implemented a clear, evidence ‑ informed strategy to support disadvantaged pupils. Additional funding is used appropriately to reduce any potential barriers to learning that the pupils face. Leaders ensure that staff know the disadvantaged pupils they teach well, so they can provide support that helps them keep pace with their peers.

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Leadership and governance Expected standard

Leaders have clearly identified the areas of the school to prioritise and the actions to take to continue to develop the school provision. They have set out a vision that is shared by staff. Leaders make decisions that are in the best interests of pupils. For example, leaders have strengthened the teaching of mathematics and writing. More pupils are now acquiring the mathematical and writing skills that they need to progress to the next stage of their education.

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Leadership and governance Expected standard

Leaders have ensured that leaders at all levels understand the importance of checking how well their plans have been implemented, so that they can make appropriate changes where needed. Staff have access to a wide range of professional development opportunities that ensure they are well equipped to carry out their roles, for example, as subject coordinators and teachers.

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Leadership and governance Expected standard

Leaders are aspirational about supporting pupils with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care. Governors have appropriate oversight of how the money they receive for these pupils is used. They regularly check that it is having an impact on improving pupils' individual outcomes.

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Leadership and governance Expected standard

Governors are knowledgeable about their roles and the priorities to secure improvements to the school. They regularly visit the school and provide a suitable level of support and challenge to leaders. They understand and fulfil their statutory duties. Leaders are mindful of staff workload and wellbeing.

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Leadership and governance Expected standard

Most staff, parents and carers are positive about the school. They appreciate the support leaders and staff provide, which helps their children get off to a positive start in their education.

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Personal development and wellbeing Expected standard

Leaders have set out a clear plan for developing pupils' personal development and wellbeing. They provide extensive opportunities to widen pupils' experiences and enrich the curriculum. Pupils recall with joy the trips they have taken to the beach and local museums. They can also access a wide range of clubs, including the Bollywood dance club, party games club and iPad club. The school choir recently enjoyed performing at a local venue.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe in the community. They understand the dangers they may face when using social media. The police regularly come into school to strengthen these messages. As part of the offer, pupils are taught about fundamental British values and the importance of not discriminating against people on the basis of their protected characteristics. Pupils learn about other faiths from religious leaders, who visit the school, from the curriculum and from visits to places of worship. However, some pupils struggle to recall this learning in depth.

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Personal development and wellbeing Expected standard

The school's personal development offer prepares pupils well for life beyond school. Where needed, staff ensure that any vulnerable pupils receive additional support to help them understand the key messages throughout this curriculum. Pupils are provided with opportunities to make a positive contribution to the school and wider community. These include taking on a range of pupil leadership roles, including eco- warriors, school council leaders and sports leaders. Year 6 pupils become buddies to children new to the Reception Year. They write to them before they arrive in school, to help them feel welcome.

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Personal development and wellbeing Expected standard

Leaders help pupils to start to think about the world of work. This is enhanced by a visit to an international car manufacturer, where they learn about the many jobs on offer in a factory. Pupils are being prepared well for their next steps.

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

Pupils happily come to West Lane Primary School. They have a strong sense of belonging and know that staff care for them. The school’s drivers of independence, resilience, inclusion, confidence and aspiration underpin all aspects of its work. This includes leaders’ decisions, which are made in pupils’ best interests.

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

Children in the early years get off to a flying start. They quickly acquire knowledge about the world and are eager to share this with staff and visitors. In other year groups, pupils engage well with their learning and progress well from their various starting points. By the end of Year 6, pupils generally learn the knowledge and skills they need to be ready for secondary school.

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

The school is inclusive. Pupils’ needs are well met, including those with special educational needs and/or disabilities and those who are otherwise disadvantaged. Pupils receive the support and resources they need to access learning alongside their peers. In lessons and during social times, pupils meet the school’s expectations for positive behaviour. They benefit from embedded routines and follow instructions from staff. Pupils are kind to one another and show care for each other. Pupils feel supported by adults and know that any concerns they raise, such as bullying, will be taken seriously. Consequently, they feel safe.

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

Most pupils attend school regularly. They understand why coming to school each day matters. Pupils enjoy the trips they go on, which help them learn more effectively and broaden their horizons. Older pupils fondly recall a visit to a farm, when they were younger. Year 6 pupils enjoy an annual residential activity that helps to improve their independence and self-confidence.

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Next steps

Leaders should ensure that staff have a consistent approach to addressing any errors in pupils' spelling in their written work across the wider curriculum. Leaders should further strengthen the opportunities available for pupils to extend and deepen their knowledge, so that they can achieve as well as they should. Leaders should ensure that pupils develop a more detailed knowledge of aspects of the personal development curriculum, such as different faiths, protected characteristics and

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Team inspectors:

Nicky White, His Majesty's Inspector Jane Wilson, Ofsted Inspector Emma Robins, Ofsted Inspector Sally Timmons, His Majesty's 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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About this inspection

The chair of the board of governors in this school is William Purvis.

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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, other leaders, a representative from the local authority, vice chair of governors and one other governor. Inspectors also spoke to staff, pupils, parents and carers during the inspection.

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About this inspection

The inspection started on 23 June 2026. Inspectors returned on 14 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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 makes use of one registered alternative provision.

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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. National average: 3.5%

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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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national average

2023/24 (final) 61% 61% Close to average

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national average

2022/23 (final) 60% 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

2024/25 (final) 76% 75% Close to average

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average

2023/24 (final) 76% 74% 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) 72% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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

2024/25 (final) 42% 47% Close to average

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average

2022/23 (final) 47% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 67% 63% Close to average

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national average

2022/23 (final) 58% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 54% 59% 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) 58% 61% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 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) 13.4% 14.6% Close to average

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national average

2022/23 (3 term) 15.4% 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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