Cramlington Village Primary School

Cramlington Village Primary School

Address: Bowmont Drive, Cramlington, Northumberland, NE23 2SN Unique reference number (URN): 138257

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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, generally achieve well across the curriculum. They talk confidently about their learning across subjects and recall experiences linked to the curriculum fondly. Pupils’ work shows that they make effective progress through the curriculum over time. They are well prepared for the next stage in their education.

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Achievement Expected standard

Most pupils secure the knowledge they need to become fluent readers. They can apply their understanding of number to problem-solving. Some pupils, including those with special educational needs and/or disabilities (SEND), have gaps in their basic knowledge in reading, writing and mathematics. Leaders know this and are working to ensure that gaps in basic skills are closing. For example, leaders prioritise a whole-school approach to handwriting, which means that pupils’ writing fluency is improving.

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Achievement Expected standard

Pupils attain increasingly well in national tests because leaders prioritise the essential knowledge that pupils need. Pupils with SEND make suitable progress through the curriculum from their starting points.

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Attendance and behaviour Expected standard

Leaders make sure that pupils and families understand the importance of regular attendance. Pupils, including children in the early years, feel a sense of belonging and enjoy coming to school. This means that they attend well. Overall attendance is in line with, or above, national averages, including for pupils with special educational needs and/or disabilities (SEND). Disadvantaged pupils generally attend well. Leaders use thorough systems to check pupils' attendance. They analyse this information carefully to spot pupils who may be missing too much time from school. Leaders work with parents and carers to help reduce barriers to pupils attending. They also work effectively with external agencies to provide the support that families need.

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Attendance and behaviour Expected standard

Pupils behave well during lessons and take pride in their work. They follow the high expectations that staff have. Routines across the school help children from the early years upwards to understand these expectations. Staff support pupils with SEND effectively to manage their behaviours. During playtimes, pupils play harmoniously together. Pupils are generally respectful towards one another and staff. They understand the school rules, rewards and sanctions well. They know that adults will deal with poor behaviour fairly and quickly. Pupils say that on the rare occasions that they report bullying, staff deal with it swiftly and effectively.

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Curriculum and teaching Expected standard

Leaders have taken deliberate steps to improve the curriculum structure and to strengthen teaching since the previous inspection. The curriculum is broad and ambitious and reflects the school’s context and locality. Leaders precisely map out what should be taught in each subject, identifying the important knowledge that pupils should learn. They prioritise the teaching of phonics. Teachers adhere closely to leaders’ chosen phonics programme. This helps pupils to build the skills they need in early reading. They become increasingly successful readers as they move through school. Pupils enjoy reading high-quality texts as part of their curriculum.

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Curriculum and teaching Expected standard

Leaders adapt the curriculum for pupils with special educational needs and/or disabilities (SEND) so that they can participate fully. Leaders prioritise the teaching of basic skills in reading, writing and mathematics. Teaching generally helps most pupils to develop the knowledge they need to prepare them well for future learning. Teachers have secure subject knowledge. They model learning and new vocabulary clearly. Teachers break learning down into small steps. They generally check pupils’ understanding in lessons. However, staff do not consistently check that pupils have understood and help them to correct their mistakes. This means that for a small number of pupils, including some with SEND, they move on without securing learning.

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Early years Expected standard

Children in the early years, including those in the 2-year-old provision, receive a warm and positive start to their education. They settle quickly and play happily together. Staff's interactions with children are of a high quality. Staff skilfully develop children's language and extend their thinking. They tailor the indoor and outdoor environments to children’s needs and interests well. This means that children sustain attention when playing.

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Early years Expected standard

Children feel secure and thrive in the well-resourced environment. Staff help children to learn routines early. This means that they are ready to engage in learning. For example, children in the Reception Year confidently know the routines for their phonics lessons and take part in them with enthusiasm. Children enjoy exploring the different areas of the classroom and outdoor area with independence.

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Early years Expected standard

Leaders ensure that the curriculum is ambitious and well sequenced. Leaders match the curriculum to the age and developmental needs of the children. There is clear progression through the 2-year-olds’ curriculum to the end of Reception. By the end of the Reception Year, children are generally ready for the next stage of their learning.

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Early years Expected standard

Staff support children with special educational needs and/or disabilities well within the early years setting. They make positive progress through the curriculum from their starting points.

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Early years Expected standard

Leaders make sure that the school meets the welfare requirements of the early years.

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Inclusion Expected standard

This is a welcoming and inclusive school where pupils feel that they belong. From the early years, staff build positive relationships with children and their families. Staff, parents and carers work together to identify and support pupils' additional needs. Leaders understand the barriers to learning and wellbeing that pupils face. Consequently, they ensure that there is consistency in the school day that supports all pupils. For example, leaders consider the impact of all pupils following the same routines. This helps pupils to know what will happen next and to focus readily on learning. In lessons, children with special educational needs and/or disabilities (SEND) receive the help they need to make effective progress through the curriculum. Teachers make skilful adaptations when they ask questions so that pupils with SEND can participate fully in lessons. These pupils have access to resources that help them to learn independently.

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Inclusion Expected standard

Leaders make sure that pupils with barriers to their wellbeing receive the support that they need through the school’s wider wellbeing team. They work closely with external agencies to provide the right support for pupils. Leaders work in partnership with the virtual school to support pupils who are known to social care. They use the pupil premium funding wisely to support disadvantaged pupils.

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Leadership and governance Expected standard

Leaders and governors provide a clear vision for the school and its improvement journey. They share this with staff so that everyone understands the school’s priorities and can work together to achieve them. Leaders and governors have an accurate understanding of the school’s strengths and areas to develop further. Leaders’ actions lead to improvement. This can be seen in pupils' achievement, attendance and behaviour.

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Leadership and governance Expected standard

Those responsible for governance understand their roles and responsibilities well. They fully meet their statutory duties. They are supportive of leaders but also offer appropriate challenge. They check that leaders’ actions improve pupils’ education and wellbeing. Leaders and governors consistently act in the best interests of pupils.

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Leadership and governance Expected standard

Leaders create a culture that is ambitious and welcoming. Pupils and staff feel valued, safe and well supported. They are proud to be part of the school community. Staff receive opportunities for professional learning through ongoing training and coaching. These help to develop staff expertise. Staff value leaders’ approach to workload and wellbeing. They are very positive about the school.

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Leadership and governance Expected standard

Leaders engage parents, carers and the community through a range of workshops and events. Many parents are complimentary about the work that the school does to support them and their children. This is particularly the case for those who receive individualised support from the school and for parents of children who are in the early years. A significant minority of parents and carers do not hold positive views about the school and the communication they receive. Leaders are aware of this.

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Personal development and wellbeing Expected standard

The school's values underpin the personal development programme. The programme reflects the school’s context and provides pupils and families with a range of experiences. These include enterprise events, trips and residential visits. For example, pupils look forward to harvesting the school allotment’s vegetables to sell at a community event. Pupils recall how a visit to a nearby castle helped with their learning in history. They enjoy participating in a range of extra-curricular clubs that extend their interests and talents. The programme is an entitlement for all pupils.

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Personal development and wellbeing Expected standard

Leaders promote a culture where pupils respect difference. Pupils show tolerance towards different faiths and cultures. They show a developed understanding of fundamental British values and link these to their wider experiences. Pupils are well prepared for life in modern Britain. They understand the impact of discrimination and racism. They know that the school does not tolerate either.

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Personal development and wellbeing Expected standard

Pupils understand consent and healthy relationships. They learn about how to stay safe online and in their local community. Visitors and assembly topics help pupils to understand some of the risks they may face outside of school. Leaders have developed a culture in which pupils feel confident that they can speak out if they feel unsafe. Pupils learn about how to keep healthy, and they understand the importance of diet and exercise for physical and mental health.

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Personal development and wellbeing Expected standard

Pupils benefit from the leadership opportunities on offer. They enjoy taking part in democratic processes, such as voting for school council members and preparing a speech to be elected as a house captain. Leadership roles and events with the community help pupils to develop a sense of responsibility.

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Personal development and wellbeing Expected standard

Leaders use effective systems to make sure that pupils receive wellbeing support if they need it. Leaders intervene early to remove barriers to wellbeing.

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

Pupils feel a sense of belonging at the school. Most pupils attend well. They feel safe and know that adults care for them. Pupils, including children in the early years, benefit from a warm and welcoming environment and positive relationships with staff. They are confident that they can seek support from adults when they need it.

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

Pupils know that there are adults in school who can help them with their wellbeing, such as the school counsellor or the school nurse. They value this support and talk about how it helps them to behave well and be ready to learn. Pupils across the school behave well. When pupils struggle with behaviour, adults intervene and support them to regulate. Adults establish consistent routines and expectations across the school. Pupils say that bullying is rare, but when it does happen, they know that they can report it and that adults will deal with it swiftly.

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

During playtimes, pupils play well with one another. They engage in a broad range of activities, including looking after the animals, reading and cycling. Pupils enjoy their roles and responsibilities, such as being house captains. Older pupils enjoy supporting younger ones at lunchtimes. Pupils appreciate that their voice is heard through their suggestions to the school council. They speak positively about the experiences that they receive, such as opportunities to attend educational visits beyond the school.

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

Pupils, including those with special educational needs and/or disabilities, achieve well in lessons. They make positive progress through the curriculum from their starting points. Pupils listen attentively. Teachers' consistent approach to lessons helps pupils to know what to expect. Pupils are generally ready for the next stage of their learning. This is reflected in improved attainment in national tests.

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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 9 September 2026

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Next steps

Leaders should ensure that they further develop their relationships with all parents and carers to improve communication and build trust. Leaders should ensure that there is consistency in the use of assessment and feedback so that all teachers check for understanding precisely and fine-tune future tasks. Leaders should ensure that teaching enables all pupils, including those with special educational needs and/or disabilities, to improve their reading, handwriting and spelling competency across all subjects.

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About this inspection

This school is a single academy trust. The trust is overseen by a board of trustees, chaired by Craig Allardice.

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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 and staff. The lead inspector also met with members of the governing body, including the chair of governors.

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About this inspection

The school currently 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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national average

2024/25 (final) 61% 62% 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) 74% 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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average

2023/24 (final) 68% 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) 70% 74% 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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average

2023/24 (final) 40% 46% 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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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

2023/24 (final) 60% 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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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) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 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

2024/25 (3 term) 16.1% 13.0% Close to average

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national average

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

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national average

2022/23 (3 term) 13.3% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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