Shotton Primary School

Shotton Primary School

Address: Grange Terrace, Shotton Colliery, County Durham, DH6 2JP Unique reference number (URN): 114152

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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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Early years Expected standard

The early years provision is an inspiring place to be. Leaders create an environment where children are happy and excited about their learning. Staff establish warm and caring relationships by treating each child as an individual. They ensure that all children's welfare needs are met. Leaders have invested in developing the early years provision. It is well resourced. Children benefit from a wealth of carefully chosen tasks and enrichments. From the moment they arrive each day, they participate in activities that spark their imagination, build their vocabulary and enhance their understanding of the world.

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Early years Expected standard

Leaders have created a detailed and ambitious curriculum. It is enriched by stories, rhymes and experiences. Staff are skilled at engaging children in high-quality interactions. These interactions enable children to expand their vocabulary and improve their communication skills.

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Early years Expected standard

Children securely grasp the basics of reading and writing through a precise and consistently well-taught phonics programme. Children enjoy writing and often choose to do it independently throughout the early years provision. Children develop a love of books. For example, they delight in acting out the story of ‘Three Billy Goats Gruff’. By the end of the Reception Year, most children are well prepared for moving into Year 1.

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Inclusion Expected standard

Leaders are diligent in their work to support pupils, who may have barriers to their learning or wellbeing. This includes pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known to social care. Leaders work with staff in school and a range of professionals to understand individual needs and determine the most effective ways to support pupils.

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Inclusion Expected standard

In classrooms, pupils benefit from a range of resources. These enable pupils to learn alongside their peers. Some pupils benefit from time working in smaller groups, where they receive bespoke support tailored to their needs. Some pupils with SEND receive support from skilled staff within the ‘bloom’ and ‘rainbow’ classes. They make secure progress through the curriculum as a result.

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Inclusion Expected standard

Staff receive pertinent and relevant training to ensure they can support pupils well. Where needed, leaders make effective use of other professionals. They seek guidance, support and assurances to create individual plans to support pupils with SEND and those known or previously known to children’s social care. The school is systematic in reviewing plans and engaging parents and carers in the process. Pupils who are disadvantaged achieve well. Leaders regularly check the achievement of these pupils to ensure that they do not fall behind their peers.

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Achievement Needs attention

Across the curriculum, pupils’ achievement is variable. Some pupils in key stage 2 struggle to write legibly and use capital letters and punctuation accurately. Additionally, some pupils cannot recall their learning in subjects, like science and history, in any depth. Pupils' understanding of important ideas in some subjects is, therefore, weak. They do not develop the basic skills that they need to improve their work in these subjects over time.

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Achievement Needs attention

However, by the end of Year 6, most pupils achieve well in reading, writing and mathematics. In the past 3 years, Year 6 results have been above or in line with the national averages. Pupils who are disadvantaged also achieve in line with national averages by the end of Year 6, particularly in mathematics. However, over time, not enough pupils have met the required standard in the Year 1 phonics screening check or the Year 4 multiplication check. Recent actions have helped more pupils reach expected levels. More pupils now have the skills needed to read and write in key stage 1.

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Attendance and behaviour Needs attention

Attendance over recent years has been significantly below national averages. This applies to all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Leaders have very recently improved their approaches to dealing with poor attendance. They work with parents, carers and pupils to help them to understand the importance of regular school attendance. This action is starting to lower the number of pupils who miss school regularly. However, it is at an early stage and, therefore, it is too soon to fully measure the impact.

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Attendance and behaviour Needs attention

Pupils generally behave well in lessons and around school. They respond to instructions and have warm relationships with staff. Pupils generally feel that behaviour is positive and they feel safe. Some girls say they tolerate unkind comments made by boys. They do not proactively report such incidents and, therefore, staff do not record them or deal with them. Leaders use suspensions and exclusions appropriately. Leaders seek professional advice to support pupils with social, emotional and mental health needs. This helps pupils to manage their behaviour independently. Despite this, the frequency of suspensions remains high.

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Curriculum and teaching Needs attention

Leaders have recently taken steps to strengthen some aspects of the curriculum, including English, phonics and geography. They have ensured that the curriculums in these subjects clearly outline the important knowledge that pupils need. This has helped to ensure that more pupils are ready for their next stage of education. In other subjects, the quality and implementation of the curriculum is variable. This means that pupils do not consistently acquire the knowledge and skills that they need to progress in these subjects. Sometimes, tasks in lessons do not help pupils to develop and use subject-specific knowledge. Leaders are starting to improve the weaker parts of the curriculum and the tasks given to students. For example, they are launching a new mathematics curriculum to provide more opportunities for younger pupils to embed basic arithmetic and calculation skills. However, further work is needed to ensure all subjects are of equal quality.

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Curriculum and teaching Needs attention

Leaders have established a clear method for checking what pupils know and remember in English, mathematics and phonics. However, across other subjects, the checks that teachers make are variable. This makes it hard for staff to spot and fix gaps in pupils' understanding. Leaders have recently strengthened staff’s subject knowledge in teaching English and phonics. Staff receive training to help them to support pupils with barriers to their learning, including pupils with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders create opportunities to engage with parents and carers. Most parents speak highly of the school and its management. Leaders have rightly identified the need to further build positive relationships with all parents and carers, including those with children with special educational needs and/or disabilities (SEND).

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Leadership and governance Needs attention

Leaders and governors are ambitious to improve all aspects of the school. Leaders at all levels are committed to improving the curriculum, attendance and broader opportunities for pupils. Recent changes have led to some improvements. This includes more effective phonics teaching, improved early years provision and more support for vulnerable pupils. Leaders recognise that further improvements are needed to ensure that the curriculum is consistently high quality. This will help pupils to build their knowledge and skills over time across all subjects. Leaders have developed a comprehensive approach to assessment. They make sure to regularly review pupils' performance so that they can implement targeted support. This is leading to better academic outcomes for pupils.

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Leadership and governance Needs attention

Staff morale is high. Leaders take staff wellbeing and workload seriously. The professional development programme is well thought out. It includes support for teachers who are at the beginning of their career. Staff at the school value the support they receive in developing their skills as subject leaders. They show high levels of commitment to improving their own and others' teaching. Leaders ensure staff know how to support pupils with SEND effectively.

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Leadership and governance Needs attention

Those responsible for governance fulfil their statutory duties well. They are knowledgeable about the school. They provide support and challenge to leaders. Leaders value this. Governors ensure that leaders use resources for pupils who are disadvantaged effectively.

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Personal development and wellbeing Needs attention

Pupils develop a range of knowledge through the taught personal development and wellbeing programme. The programme helps them to build confidence and broaden their understanding of life outside school. Pupils understand and can recognise a healthy relationship. They generally model tolerance, respect and empathy towards each other and the staff. Older pupils can take on leadership roles. For example, they can represent their class on the school council. However, pupils are at the early stages of understanding fundamental British values and those who are protected by law. This affects their preparedness for life in modern Britain. Since the school is on a busy road, leaders teach younger pupils about road safety. Older pupils learn about the dangers of drug use and involvement with gangs. They are knowledgeable about how to protect themselves online. This includes the importance of letting adults know if the content they see is harmful, the dangers of interacting with

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Personal development and wellbeing Needs attention

strangers and using secure passwords. Pupils learn about water safety. They discuss the dangers of swimming in the nearby lake and rivers.

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Personal development and wellbeing Needs attention

Pupils relish the opportunities they have to participate in educational visits. They remember with excitement a recent residential and a visit to a theme park. The school curriculum is enhanced by visitors. This includes an author, an artist and some exotic animals. Leaders make sure pupils participate in activities that help them develop a sense of belonging. At the time of the inspection, pupils were excited to participate in the summer water fun run. The personal development programme includes activities to help pupils learn about the different aspects of wellbeing. Specialists visit the school to help pupils practise yoga, mindfulness and manage anxiety. Leaders use the curriculum to help pupils understand different careers. For example, when pupils learn about crime and punishment in Year 5, they learn about careers in the prison service and the police force.

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

Pupils feel a sense of belonging at this unique school. It is a welcoming place, where everyone is included. Pupils feel safe, cared for and grow into kind, polite and friendly individuals. Children in the early years provision have warm relationships with the adults who care for them. They develop independence and take responsibility for their own belongings.

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

Pupils, including those who are disadvantaged, achieve well. They learn the important skills needed to be fluent readers and accurate writers. By the end of Year 6, most pupils have the knowledge and skills they need to be ready for secondary school. Most of the school's published outcomes in reading, writing and mathematics exceed national averages. However, pupils do not achieve as well in other areas of the curriculum. Staff provide suitable support to pupils with special educational needs and/or disabilities. As a result, most of these pupils learn alongside their peers. The curriculum inspires pupils to take their interests further. For example, staff teach pupils to play a range of instruments in music lessons. Many pupils then join the school’s brass band and guitar ensemble. They happily share this appreciation of music with their parents, carers and friends.

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

Pupils typically behave well and follow established routines. The school feels calm and purposeful. On occasion, pupils say unkind things to each other. Pupils understand that when they inform adults about these incidents, adults take swift action. Staff ensure that pupils understand potential risks in the local area and how to deal with these. Pupils know the importance of being respectful and keeping within the law. They typically show tolerance and respect towards others. Most pupils enjoy coming to school and understand why it is important for them to be there. Leaders work with families to help improve school attendance. However, some pupils do not attend school often enough.

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Team inspectors:

Emily Stevens, His Majesty's Inspector Malcolm Kirtley, Ofsted Inspector

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Next steps

Leaders should strengthen their approach to identifying and addressing challenges to regular attendance and consistently high standards of behaviour to accelerate improvements in this area. Leaders should ensure that staff teach important knowledge and skills consistently well across all subjects, making use of ongoing assessment to check whether pupils have any gaps that need to be closed. Leaders should ensure that pupils develop deep and secure knowledge across the school's personal, social, health and economic curriculum, particularly of protected characteristics and fundamental British values. Leaders should strengthen communication and relationships with parents and carers to support a more effective partnership on the school's continued improvement journey.

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About this inspection

The chair of the board of governors in this school is Karen Hudson.

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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 acting headteacher, acting deputy headteacher, governors and staff during the inspection. They also spoke to a representative from the local authority, pupils, parents and carers.

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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 does not use any alternative provision.

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About this inspection

Headteacher: Heather Shaw 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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About this inspection

The inspector(s) used this data during the full inspection on 14 July 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) 64% 62% Close to average

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average

2023/24 (final) 59% 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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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 74% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 80% 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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national 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) 61% 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

2023/24 (final) 50% 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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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

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

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