Castletown Primary School

Castletown Primary School

Address: Grange Road, Castletown, Castletown Primary School, Sunderland, Tyne and Wear, SR5 3EQ Unique reference number (URN): 108792

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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’ attainment in national tests in reading, writing and mathematics is improving year on year. It is now above the national average. Pupils make impressive progress in reading and mathematics from their varying starting points. Pupils with special educational needs and/or disabilities also make notable progress in these subjects. Pupils from disadvantaged backgrounds are successful and attain well in comparison with disadvantaged pupils nationally by the end of Year 6. Phonics screening checks in Year 1 show the school is performing in line with other schools nationally. By the time pupils leave, their skills in handwriting, mathematics, spelling and reading help them transition to secondary school successfully.

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Achievement Expected standard

Pupils’ knowledge in other subjects is secure. In design and technology, achievement is impressive. Pupils’ ceramic tiles are displayed across school. They are of a high quality. Leaders are now focusing on pupils' achievement in other subjects such as computing and Spanish.

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Attendance and behaviour Expected standard

Pupils' behaviour is extremely positive. The school values run through each aspect of life in Castletown. They are central to how staff and pupils respond to one another. Pupils demonstrate these values consistently well. They are welcoming, caring and kind. In class, pupils work hard. Around the building, they are respectful to adults and one another. Unkind words are not tolerated. Pupils celebrate difference. Discrimination is not present and bullying is rare. Staff help pupils to sort out any disagreements appropriately should they occur.

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Attendance and behaviour Expected standard

Pupils who need help to manage their emotions receive it. As a result, they are settled in class and participate in all areas of school life. Staff have a tender but firm approach.

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Attendance and behaviour Expected standard

The school promotes regular attendance. Pupils flourish and develop a real sense of belonging. They want to come to school. Leaders analyse and identify patterns in pupils’ attendance. They work closely with families to remove barriers that prevent pupils from attending regularly. Rates of attendance are in line with national averages. This includes pupils with special educational needs and/or disabilities. Leaders work effectively with pupils who miss too much school.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and how effectively it is delivered. They use this information to identify where improvements are needed. For example, the more recent focus on developing pupils’ writing is bearing fruit. Teaching helps pupils to develop basic skills, such as spelling, handwriting and oracy. This is effective. Phonics and early reading are taught well. The curriculum is clear and well sequenced in many subjects. This includes mathematics, art and design and technology. Here, staff and pupils know exactly what needs to be learned. Staff have the knowledge to accurately check how well pupils are making progress in these subjects as a result. Leaders know that there is work to do in some other subjects.

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Curriculum and teaching Expected standard

Typically, teaching is purposeful. Teachers present new information well. They adapt teaching well to support pupils with special educational needs and/or disabilities. Where practice is most effective, teachers ‘read the room’ particularly well and spot exactly what pupils need to do next.

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Curriculum and teaching Expected standard

The curriculum is broad. Creative arts play an important role. Art and music thread through school life. Pupils enjoy the singing assembly each week. Religious education is also well delivered at school.

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Early years Expected standard

Leaders have an accurate understanding of the quality of provision. They take necessary steps to ensure that children achieve well in the early years. Staff make sure that they know children’s varying starting points. Smooth transitions into the school are given a high priority. This includes working closely with families to ensure that any additional needs children have are identified. This includes any speech and language needs.

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Early years Expected standard

The curriculum is rich and interesting. It is well delivered. Teachers listen attentively to children in class and ask them probing questions. Adults think carefully about the vocabulary they introduce. Any children needing additional help get the support that they need.

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Early years Expected standard

Phonics is well taught. ‘Bonkers the parrot’ helps staff to introduce new sounds. Children develop their early reading skills well. Staff help children develop their pencil grip and fine motor skills. Children successfully develop their handwriting skills as a result.

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Early years Expected standard

Children are well cared for and safe in the provision. They benefit from high-quality care. Productive relationships are built with each other and with adults from the start.

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Early years Expected standard

Children make strides from their starting points. Typically, children are fully ready for Year 1 when they leave Reception.

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Inclusion Expected standard

Leaders have a heart for inclusion. For example, the school welcomes pupils with complex needs. Some pupils are supported effectively throughout their primary education at Castletown and move to a special school in Year 7. Other pupils access the ‘discovery den’. Here, they receive any additional support that they need. This environment is calm and structured. Staff are well trained and have a consistent approach here. These pupils achieve well.

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Inclusion Expected standard

The school identifies pupils with special educational needs and/or disabilities (SEND) quickly and effectively. Staff work with parents, carers and external specialists to help pupils face and overcome any barriers they have. Staff are well trained in supporting pupils with SEND. They adapt teaching effectively to meet pupils' specific needs. Leaders keep a close eye on pupils whose circumstances may make them more vulnerable. They offer pastoral and academic support to those who need it. This includes for pupils who are known (or previously known) to social services. Leaders use alternative provision in the best interests of pupils.

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Inclusion Expected standard

Leaders make sure that additional funding to support disadvantaged pupils is spent carefully. Disadvantaged pupils do well at Castletown and are ready for the next stage in their education.

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Leadership and governance Expected standard

Leaders and governors have a clear moral compass. They want the very best for all of the pupils in their care. They lead a school that nurtures excellence, aspiration and discovery. This is a school that believes in its own values. Leaders, staff, governors and pupils all know that it is important to be welcoming, kind, hardworking and truthful, for example.

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Leadership and governance Expected standard

Leaders know their school well. Over the past few years, they have worked on improving the standards that pupils achieve at school and have been successful in this regard. A recent focus on ensuring that pupils reach the highest of standards in mathematics is bearing fruit. Leaders rightly identified that some pupils need additional specialist support. Leaders developed the ‘discovery den’ to ensure that these pupils' needs are met.

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Leadership and governance Expected standard

Staff benefit from a range of professional development opportunities to ensure that their classroom practice is effective. Staff have been working with the English hub to develop phonics teaching, for example.

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Leadership and governance Expected standard

Governors are invested in the school’s success. They take pride in their roles and fulfil their statutory duties effectively, including in relation to safeguarding. They provide appropriate support and challenge to the school, for example in relation to the early years and the music curriculum.

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Leadership and governance Expected standard

Staff are positive about working at the school, including regarding how leaders consider their workload and wellbeing. Parents and carers appreciate the caring ethos of the school. Many commented on how approachable staff are. They know that the adults want their children to be happy and to thrive.

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Personal development and wellbeing Expected standard

The school has a well-designed programme in place to support pupils’ personal development and wellbeing. Much of the work in this area is underpinned by the school’s personal, social and health education curriculum. This curriculum is well taught and comprehensive. It is successfully tailored to meet the needs of pupils with special educational needs and/or disabilities.

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Personal development and wellbeing Expected standard

However, the bedrock of the personal development offer is Castletown’s school values. These are alive in school. Everyone knows that it is important to be kind, caring, respectful and truthful, for example. Each week leaders focus on a value. It is launched in assembly on Monday and celebrated on Friday. Pupils benefit from experiences that develop their leadership skills. Pupils have the opportunity to be librarians, environmental leaders, sports leaders and wellbeing leaders. Year 6 ‘reception buddies’ support children in the early years to feel welcome at school. These experiences help pupils to develop confidence and empathy.

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Personal development and wellbeing Expected standard

Art, music and sport play an important role. Pupils develop their cultural knowledge through visits from external artists and visiting galleries. The school choir is popular. It performs at community and local corporate events. Pupils actively participate in brass ensembles and learn instruments including violin and recorder. There is a commitment to physical education and competitive sport. Both the boys’ and girls’ football teams have enjoyed notable success. Trips and extra-curricular opportunities are aplenty. Everyone can participate in these activities.

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Personal development and wellbeing Expected standard

Pupils learn about life in modern Britain. They understand the importance of key concepts, such as democracy and the rule of law. They know that everyone is different. Everyone gets on with each other here. Pupils are involved in charitable work, for example supporting local food banks.

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Personal development and wellbeing Expected standard

The school teaches pupils how to keep safe, stay healthy and protect their wellbeing effectively. Relationships education is age-appropriate.

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

Castletown pupils believe in the values of their school. They are welcoming, respectful, caring, kind and truthful. Each Monday, a different school value is discussed in assembly. Pupils and staff think about how they exhibit this value across the course of the week and this is celebrated on Friday.

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

Pupils behave very well. In class, they focus on the task in hand and work hard. Pupils show respect to adults and one another. They feel safe. Discrimination is not present and bullying is rare. The school has a ‘family feel’ where everyone cares for one another. Leaders want the school to nurture excellence, aspiration and discovery. They are successful in this aim.

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

Pupils achieve well. From their varied starting points, children make strides in their learning in early years. By the time they leave school in Year 6, pupils attain in line with or above national averages. Disadvantaged pupils do well. Pupils who need additional support receive it. Those with complex needs attend the ‘discovery den’. Their needs are met and they thrive.

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

The curriculum is vibrant. Art, music and design and technology are alive and well in Castletown. Of note are the ceramic tiles that pupils have made and that are displayed through the school. Some are linked to Remembrance, others to novels that pupils study.

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

Pupils benefit from a rich personal development curriculum. They develop their leadership skills through being librarians or environmental leaders. Visiting artists enrich art lessons. The school choir is popular. Pupils have the opportunity to learn instruments and join the

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Team inspectors:

Chris Baines, Ofsted Inspector Deb Ward, Ofsted Inspector brass ensemble. Both the girls' and boys' football teams have seen success locally. Pupils receive a rounded education at Castletown.

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Next steps

Leaders should ensure that the curriculum in all subjects is equally precise in identifying key knowledge and end points so that pupils and staff know exactly what must be learned. Leaders should ensure that assessment matches the content of each foundation subject curriculum. This will help leaders identify pupils’ next steps accurately and ensure that pupils achieve high standards across all subjects, including in early years and personal, social and health education. Leaders should ensure that rates of attendance continue to improve, including for vulnerable pupils.

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About this inspection

The chair of the board of governors in this school is Keith Bartley.

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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 Tuesday, 8 September and Wednesday, 9 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with leaders, staff, parents and carers and pupils during the inspection. An inspector also spoke with a representative from the local authority.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of two alternative provisions, both of which are registered.

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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 8 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. National average: 26.5%

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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

2022/23 (final) 62% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 72% 73% 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) 76% 72% Close to average

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average

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

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average

2022/23 (final) 78% 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

2023/24 (final) 77% 73% Close to average

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average

2022/23 (final) 78% 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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average

2024/25 (final) 57% 47% Close to average

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average

2022/23 (final) 56% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 71% 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) 57% 59% Close to average

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average

2023/24 (final) 64% 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) 64% 61% Close to average

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average

2023/24 (final) 68% 59% Close to average

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average

2022/23 (final) 67% 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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national average

2024/25 (3 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 15.1% 14.6% Close to average

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national average

2022/23 (3 term) 15.6% 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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