Ferryhill Station Primary School

Ferryhill Station Primary School

Address: Ferryhill Station, Ferryhill, County Durham, DL17 0DB Unique reference number (URN): 114078

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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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This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Inclusion Expected standard

The school is inclusive and welcoming. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged typically benefit from suitable adaptations to support their learning. Well-trained staff identify these pupils' needs quickly. Leaders ensure that teachers adjust the curriculum for pupils who need it so that these pupils can usually access learning alongside their peers. Leaders have high expectations of what pupils can achieve. However, not all staff reflect these expectations. Leaders are making sure that staff training impacts positively on pupils in the classroom.

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Inclusion Expected standard

Pupils with SEND, including those who move to the school mid-year, make positive progress from their starting points. This is because leaders have the systems in place to assess pupils’ needs at an early stage. Leaders support those pupils who are known to social care well. They use appropriate strategies to promote the wellbeing of these pupils’ and ensure that they are ready to learn.

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Inclusion Expected standard

Leaders make sure that disadvantaged pupils get the help they need. Additional funding for these pupils contributes effectively to their personal development and enrichment offer. Disadvantaged pupils benefit from this approach, helping to develop their character and providing them with a range of useful wider experiences.

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Personal development and wellbeing Expected standard

The school's programme of personal development has a positive impact on pupils. Staff know pupils well. They provide close support to ensure that pupils feel safe and happy. The relationships and health education curriculum guides pupils to understand healthy relationships.

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Personal development and wellbeing Expected standard

A well-planned programme of opportunities helps to develop pupils' character. Pupils enjoy taking part in these sessions and use them to gain confidence, develop respect and build resilience. In lessons, pupils communicate well with their peers and share their views respectfully.

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Personal development and wellbeing Expected standard

Weekly assemblies enhance pupils' understanding of fundamental British values and diversity. Pupils talk about fairness and respect of difference. They are confident that their peers do not discriminate.

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Needs attention

Pupils understand how to stay safe online. They are also aware of some of the risks they may face in their community and how to keep themselves safe. For example, pupils talk about using the school crossing patrol to help them cross the road safely. They know how to keep physically healthy. They use strategies they have been taught in school to help stay mentally well.

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Needs attention

Pupils understand different faiths and cultures. They recall what they have learned on visits to places of worship, which help them to develop their moral and cultural understanding.

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Needs attention

Leaders offer pupils a range of opportunities beyond the classroom. These include trips and visitors, as well as extra-curricular clubs that enrich pupils’ wider experiences. Leaders track pupils' participation at clubs. They remove any barriers so that all pupils have an equal opportunity to attend. Through clubs, pupils develop their sporting and creative interests. There are some opportunities for pupil leadership. However, leaders acknowledge that these have been limited recently.

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Achievement Needs attention

The progress that some pupils make from their starting points is not rapid enough. Leaders have taken recent action to improve attainment. However, this is not reflected in pupils’ work or in their outcomes in national tests. Pupils’ achievement in national assessments is below that of their peers nationally.

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Achievement Needs attention

Pupils, including children in the early years, do not all secure the foundations in reading, writing and mathematics that they need to be successful at the next stage in their education. For example, there are inconsistencies in letter formation and spelling in older pupils’ work because staff do not resolve these at an earlier stage in school.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities, particularly those with the highest levels of need, make appropriate progress from their starting points. However, they experience the same inconsistencies in teaching as their peers.

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Attendance and behaviour Needs attention

Pupils’ attendance over time has been lower than national averages. Persistent absence is high. Too many pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), arrive late to school. This impacts on their learning time. Leaders' systems to track attendance have had a positive impact on improving the attendance of some individual pupils. However, overall, these strategies have not reduced pupils' absence. Leaders know there is more to do to ensure that groups of pupils improve their attendance and arrive at school on time.

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Attendance and behaviour Needs attention

Pupils usually behave well in lessons and show positive attitudes to learning. However, on some occasions, when pupils are unclear about their work, there are incidents of disruption. In lessons, pupils are respectful towards staff and their peers. However, at playtimes, some

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Urgent improvement

pupils show unkind behaviour towards others. Pupils know that they can report incidents of poor behaviour to staff, who will deal with them swiftly. Pupils understand what bullying is. They report it when it happens, knowing that staff take it seriously. Staff support pupils with SEND to behave well. These pupils learn to understand their emotions through their work in the nurture room.

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Curriculum and teaching Needs attention

Leaders have considered the knowledge they want pupils to learn in each subject and made sure that it reflects the ambition of the national curriculum. However, they have not checked closely enough that teachers deliver the planned content consistently. As a result, some pupils have gaps in their knowledge of the curriculum over time. This hinders the progress that they make through the curriculum.

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Curriculum and teaching Needs attention

The teaching of early reading varies in its effectiveness. Many pupils need extra phonics sessions to catch up with their peers. There are also inconsistencies in how well teachers explain new learning. This means that some pupils do not develop important knowledge in reading, writing and mathematics. Teachers do not check pupils' learning effectively to identify misconceptions and resolve knowledge gaps. Leaders have taken recent action to improve teaching across the school. However, pupils' achievements do not reflect the impact of this work.

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Curriculum and teaching Needs attention

Pupils in key stage 2 remember some of their learning. For example, some pupils recall some historical facts. However, this is inconsistent across subjects and year groups.

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Curriculum and teaching Needs attention

Pupils with special educational needs and/or disabilities generally receive appropriate support. Staff make suitable adaptations so that these pupils can access the curriculum.

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Early years Urgent improvement

Children in the early years do not achieve well from their starting points, including children with special educational needs and/or disabilities and those who face other barriers to learning. By the end of the Reception Year, children are unprepared for Year 1. Children do not build a secure foundation of knowledge that is the basis for future learning.

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Early years Urgent improvement

Leaders and governors have failed to ensure that the statutory requirements for children in the early years are met. This is specifically in relation to toileting and intimate care practices.

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Early years Urgent improvement

There are limited opportunities for children to develop their communication, language and vocabulary skills. As a result, children do not learn to communicate as effectively as they could. They are not supported well enough to manage their emotions. Staff do not model how children can resolve conflict.

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Early years Urgent improvement

Leaders have provided staff in the early years with training on high-quality interactions. Despite this, interactions between staff and children are limited and of variable quality. This means that children do not develop or secure new vocabulary. They are not supported well to extend their thinking. The teaching of early reading is inconsistent. Children develop misconceptions because staff do not spot them.

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Early years Urgent improvement

While the early years curriculum outlines a progression for 2-year-olds through to the end of the Reception Year, teaching is not adapted to match the developmental needs of all children.

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Leadership and governance Urgent improvement

Governors do not have the knowledge and skills necessary to ensure that they meet their statutory duties in full. This relates particularly to requirements in the early years. They do not have robust systems in place to assure themselves that the school is implementing its policies or systems effectively so that they can hold leaders to account.

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Leadership and governance Urgent improvement

Senior leaders have limited capacity to respond decisively to the improvement priorities that they have identified. Despite knowing the work that is needed to bring about improvements, leaders' actions in response have not been as rapid as they should have been. Significant challenges relating to the school building have further hindered leaders' work.

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Leadership and governance Urgent improvement

While leaders provide staff with a range of professional learning opportunities, this training has limited impact on improving the quality of the provision for pupils. Leaders do not check the implementation and impact of staff training consistently so that they know what is working and when changes are needed. Although marking requirements have been reduced, staff cannot identify how leaders support staff workload and wellbeing.

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Leadership and governance Urgent improvement

Leaders engage well with parents and carers and the local community. On the whole, parents are positive about the school and the support that it provides for their children. Leaders work effectively with external agencies to ensure that pupils receive extra help when needed.

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

Weaknesses in this school, particularly in relation to the early years provision and governance, have not been acted on quickly enough. Leaders have not ensured that pupils' educational experiences are of a sufficiently high quality. Pupils learn in an environment of inconsistent expectations and outcomes. As a result, they do not achieve as well as they could.

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

Children in the early years are not prepared well for starting Year 1. They do not develop the communication and language skills necessary to interact successfully with others. They struggle to manage their feelings and behaviours. Children do not secure the essential skills in reading, writing and mathematics that they need to be successful. Some of their welfare requirements are not met consistently.

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

Pupils do not gain the knowledge they need to become fluent readers at an early stage. They do not learn important skills well enough due to inconsistencies in the quality of teaching and in how clearly teachers explain new ideas. That said, pupils with special educational needs and/or disabilities (SEND) do well from their starting points because they have clear plans in place to support them.

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

Pupils, including those with SEND and those who are disadvantaged, do not attend well enough. Many pupils arrive at school late. Too many pupils miss out on important learning and experiences.

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

Pupils generally feel happy to be in school. They feel well cared for and safe. Relationships between pupils and staff are positive. Pupils' behaviour in lessons is mainly positive. However, some poor behaviour during social times is not challenged. Some pupils benefit from close support to help them understand their feelings and emotions. Pupils enjoy the additional activities that school provides for them, such as sporting events and art club. They are proud of their leadership responsibilities, for example being a ‘playground pal'. Pupils understand the concepts of respect and tolerance and are accepting of difference.

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Next steps

Those responsible for governance must ensure that their statutory duties are understood and met in full, particularly in relation to the early years provision. Those responsible for governance must ensure that leaders at all levels have the knowledge and resources necessary to swiftly improve the school. Leaders must ensure that by the end of the Reception Year, children gain basic fluency in reading, mathematical concepts and spelling phonetically regular words so that they are prepared for Year 1. Leaders should ensure that teachers present new information clearly, using appropriate tasks and activities, so that pupils achieve the aims of the curriculum. Leaders should ensure that teachers check pupils’ understanding closely and adapt the curriculum in response so that pupils are successful. Leaders should ensure that the strategies they use to reduce pupils’ barriers to learning make a sustained and positive difference.

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Next steps

Leaders should ensure that pupils develop the foundational knowledge that they need to achieve well across the curriculum. Leaders should analyse attendance information closely and intervene early so that pupils' absences reduce and their punctuality improves.

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About this inspection

The chair of the board of governors in this school is Liam Fellows.

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About this inspection

The school is part of a federation called The Limestone Learning Federation.

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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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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 7 July 2026

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56

Well below average This inspection took place on 7 July and 8 July 2026.

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56

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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56

Inspectors spoke with the headteacher, senior leaders and staff. The lead inspector met with a representative of the local authority. The lead inspector also met with members of the governing body, including the chair of governors.

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56

In accordance with section 44(1) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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56

The school may not appoint early career teachers before the next monitoring inspection. The position regarding the appointment of early career teachers will be considered again during any monitoring inspections we carry out.

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56

Inspectors confirmed the following information about the school:

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56

The school uses no 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.

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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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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) 70% 75% 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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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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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) 50% 59% Close to average

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average

2023/24 (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

2024/25 (final) 50% 61% Close to average

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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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