High Coniscliffe CofE Primary School

High Coniscliffe CofE Primary School

Address: Ulnaby Lane, High Coniscliffe, Darlington, County Durham, DL2 2LL Unique reference number (URN): 142961

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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

Most pupils attend school every day because they enjoy it. Leaders consistently promote the importance of high attendance. They work in partnership with families and wider professionals to make sure all pupils can access school. When needed, leaders carefully tailor their support for pupils who may need help with attendance. This is effective in improving their attendance. Leaders work positively with pupils and families who are absent. They make sure that these pupils remain part of the school community. As a result, pupils quickly return when they are well enough to do so.

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Attendance and behaviour Strong standard

Leaders have created a highly productive learning environment where pupils, including those with special educational needs and/or disabilities, can thrive. Classrooms are deliberately designed so that pupils can access calm spaces if they need to. Pupils’ behaviour is excellent across the school. They demonstrate the school’s core values and Christian ethos in everything they do. Pupils learn to understand and regulate their emotions. They can talk about their feelings and seek adult support if they need it. Pupils value the school rules because they know they keep them safe. Bullying is incredibly rare and dealt with effectively.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, progress well from their starting points. They become confident communicators, fluent readers and able mathematicians. Pupils develop the writing skills that they need over time. However, for a minority of pupils, progress is slower in writing than in other areas, such as reading and mathematics.

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Achievement Expected standard

Pupils produce high-quality work across the curriculum. They are keen to impress their teachers and take pride in their achievements. Pupils can use their knowledge and skills in reading, writing and mathematics and apply them to other subjects, such as science and history. At the end of key stage 2, pupils typically attain in line with their peers nationally in reading, writing and mathematics. This means that most pupils are well prepared for their next stages of learning.

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Curriculum and teaching Expected standard

Leaders know the strengths of the curriculum and are prioritising the right areas for improvement. The curriculum is sequenced well so that pupils learn more over time. There is a clear focus on reading from early years through to the end of key stage 2. Pupils learn to read fluently and with confidence. Many pupils develop a love and enjoyment of reading. Leaders know that there is more work to do to strengthen the writing curriculum so that pupils can secure their knowledge and skills quickly. Teachers have the knowledge and skills to teach the curriculum well. They make thoughtful adaptations to meet the needs of all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. This means that all pupils can fully participate in their learning. Teachers accurately identify and quickly close gaps in pupils’ learning. Pupils benefit from regular opportunities to revisit their previous learning in their

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Curriculum and teaching Expected standard

key skills lessons linked to English and mathematics. This helps them to remember important knowledge and practise their skills. Pupils value the feedback they receive from their teachers. They use it to deepen their understanding. Most pupils can talk about what they have learned and how they are applying it to their work.

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Early years Expected standard

The ongoing development of the early years provision is a high priority for leaders. Leaders continue to work closely with the trust and external professionals to further strengthen the provision. They have recently made improvements to the learning environment so that children have the space and resources they need to grow, learn and flourish.

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Early years Expected standard

Leaders understand the importance of a child’s early experiences of education. The curriculum is sequenced so that children develop the knowledge and skills they need for Year 1. Reading is a priority from the earliest point. Children enjoy listening to stories being read to them. They learn to read through the consistent teaching of phonics. Staff consider children’s starting points in their approach, providing extra support to those who need it. Most children are ready for their next steps by the end of Reception Year.

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Early years Expected standard

Leaders and staff quickly build caring and nurturing relationships with children when they first join. This gives them the confidence they need to explore and be curious. Children enjoy dressing up and taking on different roles in imaginative play. They quickly learn how to share and take turns when playing with toys. However, a minority of children rely on adults to find solutions for them.

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Inclusion Expected standard

Leaders and staff know their pupils very well. They quickly and accurately identify their needs. Leaders make sure staff have the resources they need to meet the needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Staff carefully adapt their support to respond to changing needs. This means that all pupils can access their learning alongside their peers.

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Inclusion Expected standard

Leaders work closely with families and external professionals to seek advice and support for pupils who need some extra help. They make sure pupils receive the support that they need, both in classrooms and during wider school activities. Leaders are committed to making sure all pupils, including those with SEND, can access all aspects of school life. As a result, pupils feel a real sense of belonging in their school.

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Inclusion Expected standard

Leaders use additional funding to support pupils’ academic and personal development appropriately. Pupils who need some extra help with their learning access additional interventions. However, leaders do not evaluate the impact of interventions precisely enough. This means that interventions do not always help pupils to catch up as quickly as they should. Leaders are working to refine their approach to make sure this aspect of support is more effective across the school.

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Leadership and governance Expected standard

Leaders know their school very well. They recognise the strengths of the school and areas that need further development, such as embedding the new writing curriculum. Leaders are continuing to develop their growing early years provision. They are committed to providing a high quality of education for every pupil, including those with special educational needs and/or disabilities. The trust provides effective support and challenge to school leaders. They provide high-quality training and quality assurance, targeting priority areas for improvement. Leaders and staff benefit from the many networking opportunities they have to learn alongside a wide range of colleagues from the trust.

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Leadership and governance Expected standard

Local governors and trustees, known as directors, know the school very well. They play an active role in the school community. Governors and directors are knowledgeable about their roles. They effectively hold leaders to account. Governors and directors have a clear understanding of the school's strengths and what it needs to continue to improve.

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Leadership and governance Expected standard

Leaders have high expectations, which are realised by their staff. Staff value the high-quality training and support provided by leaders and the trust. They have the resources that they need to do their job well. Staff are incredibly proud to work at this school. They are committed to providing a high quality of education for their pupils.

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Leadership and governance Expected standard

Leaders have positive relationships with parents and the wider community. Parents and carers value the work of leaders and staff in supporting their children. They are proud of the sense of belonging that their children develop in this school, alongside their wider achievements.

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Personal development and wellbeing Expected standard

Leaders have thoughtfully planned their personal development programme to meet the needs of all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. Pupils learn how to keep themselves safe, including online. They regularly engage with external agencies, such as the police, to learn about safety in the community. Pupils learn about healthy relationships at an age-appropriate level.

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Personal development and wellbeing Expected standard

Pupils value assemblies, where they regularly reflect and develop their understanding of the world around them. They develop tolerance and respect for others through their understanding of and by practising the school’s Christian values. Older pupils enjoy being role models for younger pupils. They demonstrate leadership skills through a range of opportunities. This includes through sports events, the school council and by being buddies to younger children. Pupils learn how to be a good citizen. They work with their local community by hosting fundraising events, contributing to the local foodbank and singing in church.

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Personal development and wellbeing Expected standard

Pupils receive a high quality of pastoral care and support in school. Staff know their pupils very well. Pupils know exactly where to go to get extra help. They speak fondly of the positive relationships that they have with staff. Pupils enjoy learning about the heritage of their local town, Darlington. They regularly visit museums, parks, theatres and the church. Older pupils build resilience and team building skills through residential visits. Many pupils enjoy participating in competitive sports, such as athletics and football. Pupils enjoy lunchtime activities, such as learning to play the guitar, yoga and choir. They often choose to take up a hobby out of school because of the opportunities and experiences they have enjoyed in school.

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

Pupils feel safe, cared for and listened to in this school. They benefit from a calm, productive learning environment where they are able to thrive. Pupils’ behaviour is excellent. They rarely need reminding of the school's expectations. Pupils are kind, considerate and respectful towards staff and each other. Older pupils set a positive example for their younger peers. They help them to play games and to read books. Pupils enjoy school and attend very regularly.

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

Pupils are eager to learn and proud to celebrate their achievements. They value the strong Christian ethos, which underpins their learning. Pupils benefit from a high-quality curriculum taught by skilled teachers. Pupils learn to read from the earliest stage. Many develop a love of reading and read widely and for pleasure. Pupils develop perseverance, resilience and independence through their belief in the school’s motto of 'I can do all things'. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, progress well from their starting points. They typically attain close to national averages at the end of key stage 2. Pupils are well prepared for their next steps.

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

Pupils, including children in early years provision, have positive relationships with staff who care about them. They benefit from high-quality pastoral support. Pupils learn to understand and manage their emotions. They know who to speak to if they need some extra help, and staff respond quickly and effectively.

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

Pupils benefit from opportunities to try new sports, such as judo or cross country running. They are encouraged to take part in mindfulness activities, such as yoga. Pupils enjoy playing games with their peers and learning new skills in outdoor education. They regularly visit their local church, and many sing in the school choir. There is an opportunity for every pupil to enjoy.

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Next steps

Leaders should embed recent changes to the curriculum and teaching to make sure all pupils secure their foundational knowledge and skills, particularly in writing, in a timely manner. Leaders should continue to embed improvements made to their early years provision, focusing on maximising opportunities for high-quality interactions and the development of independence, to ensure all children develop the skills that they need for their next steps.

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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. Leaders should ensure they carefully target and monitor the impact of interventions to be assured that they make a sustained difference to pupils, including those with special educational needs and/or disabilities, enabling them to develop detailed knowledge and skills across the curriculum.

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About this inspection

This school is part of Melrose Learning Trust, which means other people in the trust also 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

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

This inspection took place on 9 and 10 September 2026.

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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, senior leaders, the CEO, trustees, governors and a representative from the diocese during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

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

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school also, under the same registration, runs nursery provision for 3- and 4-year-olds. This provision opened in September 2026.

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About this inspection

Headteacher: Kaye Boyce The inspector(s) used this data during the full inspection on 9 September 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

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

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average

2023/24 (final) 56% 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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average

2024/25 (final) 77% 75% Close to average

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average

2023/24 (final) 75% 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) 69% 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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average

2024/25 (final) 69% 74% Close to average

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average

2022/23 (final) 73% 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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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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national average

2024/25 (3 term) 4.5% 5.2% 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

2024/25 (3 term) 11.5% 13.0% 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. 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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