Pegswood Primary School

Pegswood Primary School

Address: Longhirst Road, Morpeth, Northumberland, NE61 6XG Unique reference number (URN): 122216

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Early years Expected standard

Effective leadership of the early years has ensured the provision has improved considerably in recent years. Leaders have designed the curriculum carefully so it meets all children's needs successfully, including children with special educational needs and/or disabilities. Leaders' regular checks on the quality of the provision and regular staff training ensures children benefit from an effective start to their education. Staff prioritise children's personal, social and emotional development well. Children are safe, supported and nurtured. They adjust well to the routines and rules of school life.

p.2

Early years Expected standard

Staff engage in high-quality interactions with children to ensure they participate fully in learning and play. As a result, children typically secure their knowledge and develop their language and communication skills. Leaders design activities carefully to help children develop important basic skills that are the foundations for future learning. For example, activities successfully promote children's fine and gross motor skills, mark making, creativity and mathematical exploration. Phonics is taught well and leaders provide extra support for children who need it to catch up with their peers. Children enjoy regular story time with adults.

p.2

Early years Expected standard

As a result of effective teaching and close support, children are increasingly well prepared for key stage 1.

p.2

Personal development and wellbeing Expected standard

Leaders have developed an appropriate personal development programme that promotes pupils' understanding of the 'Pegswood pieces', such as resilience, respect and teamwork. For example, pupils regularly take part in outdoor learning, where they work with their peers to develop their problem solving and communication skills. Pupils enjoy taking part in a residential trip, where they get the opportunity to try canoeing, rock climbing and caving. This supports their independence and encourages them to step out of their comfort zone. Leaders ensure that such opportunities are accessible to all pupils, regardless of any barriers they might face. Pupils generally understand what they learn about different world faiths. They are respectful of the different views and opinions that people have. While there is room for greater depth to their knowledge, pupils also have a general understanding of British values, such as democracy.

p.2

Personal development and wellbeing Expected standard

Staff teach a carefully designed personal, social and health education curriculum that includes age-appropriate relationships education. This is effective in helping pupils to stay safe online. For example, older pupils are confident about how to report concerns online. They know to limit the time they spend online and they value social interactions, such as with their friends and family. Staff promote the importance of physical and mental health well. For instance, pupils enjoy running the 'daily mile' and regular swimming lessons. They learn to recognise their emotions and how to make themselves feel better such as through mindfulness, eating healthily and exercise. Staff provide tailored pastoral support for pupils who face emotional and mental health barriers. For example, 'nurture' sessions focus appropriately on building some pupils' self esteem and confidence.

p.2

Needs attention

Staff provide pupils with a range of opportunities to develop their interests and talents. For example, clubs in sewing, dancing and mindfulness build on what pupils learn in the curriculum. They develop pupils' fine and gross motor skills and support their wellbeing effectively.

p.3

Achievement Needs attention

Across the school, while some pupils attain well and make the progress they are capable of, including those with special educational needs and/or disabilities, others do not. Leaders recognise this inconsistency and have taken recent action to improve the curriculum. The positive impact of this work is beginning to emerge, but is in its early stages.

p.3

Achievement Needs attention

Pupils' attainment in reading and writing tests at the end of key stage 2 has been inconsistent. Some pupils, including those who are disadvantaged, do not secure the foundational knowledge they need in these subjects consistently. As a result, they are not as prepared as they need to be for their next stage of learning. Improvements to teaching phonics are bearing fruit. The proportion of pupils in Year 1 who pass the phonics screening check has improved and is close to the national average. Pupils' attainment in mathematics at the end of key stage 2, has been close to the national average over time.

p.3

Achievement Needs attention

In phonics, gaps in knowledge are identified quickly and additional support is put in place. Some older pupils are not getting the targeted support they need in reading and writing to catch up quickly with their peers.

p.3

Attendance and behaviour Needs attention

While leaders are ambitious for pupils' attendance, until recently, they have not had sufficient capacity to prioritise it fully. Leaders have taken recent action to identify precisely the barriers that some pupils face to attending regularly, but it is too soon to see the impact of this work. Over the last year, the proportion of pupils who are persistently absent has increased and is above the national average. For some groups of pupils, such as pupils with special educational needs and/or disabilities and those who are disadvantaged, this increase is marked.

p.3

Attendance and behaviour Needs attention

Pupils at Pegswood are kind and respectful. Staff have high expectations and ensure pupils follow the rules and routines well. This results in an orderly environment for pupils to learn, play and develop. Pupils experience warm relationships with staff who know them well. This helps to ensure pupils have positive attitudes to school. Pupils value the rewards, achievement assemblies and opportunities for afternoon tea with the headteacher, where their efforts and successes are praised. They are motivated to work hard. Bullying is rare. Pupils socialise well and any incidents are addressed appropriately. Some effective tailored support is put in place for pupils who struggle to manage their emotions, such as one-to-one support and therapeutic interventions.

p.3

Curriculum and teaching Needs attention

Leaders have taken appropriate steps to improve the quality of the curriculum, particularly in reading and writing, but these improvements are not yet consistently embedded. Leaders have not had the capacity to check as thoroughly as they need to, how well the new curriculum is being implemented. There remains some variation in how well pupils learn in these subjects and across the curriculum.

p.4

Curriculum and teaching Needs attention

Teachers have secure knowledge. They use it effectively to explain concepts clearly and design activities that support pupils' learning. For example, pupils develop their mathematical vocabulary through activities designed to promote discussion. However, there is some variation in the ways staff check pupils' understanding, identify gaps in their knowledge and adapt teaching in response to pupils' needs. This means that sometimes, pupils are moved on in their learning before they are ready. Others could progress more swiftly. Sometimes, teachers do not use the agreed strategies to support pupils who face barriers to their learning. Occasionally, this limits how well pupils access the curriculum and the progress they make.

p.4

Curriculum and teaching Needs attention

Phonics is taught well. Leaders are quick to put in place additional targeted support for younger pupils who need it. There are some inconsistencies in the additional targeted support for older pupils, which means their gaps in knowledge in reading and writing, are not closing as quickly as they could.

p.4

Inclusion Needs attention

While leaders are committed to inclusion, there are some inconsistencies in the ways pupils, including those with special educational needs and/or disabilities (SEND), are supported to overcome the barriers they face.

p.4

Inclusion Needs attention

Leaders have developed clear systems for identifying pupils who need extra support, including those with SEND. Leaders work well with other professionals, such as the local authority, to ensure they understand pupils' needs. This includes those pupils who are known to children's services. However, there are some inconsistencies in the ways in which leaders review pupils' needs, the impact of the support in place and any adjustments that might be needed. Some staff have received specific training, for example to help those pupils with SEND who have speech and language needs. More generally, staff have not had sufficient training to develop their knowledge and expertise to meet pupils' precise needs. Occasionally, some pupils do not receive the right support, at the right time. Where this is the case, pupils do not learn or achieve as well as they could.

p.4

Inclusion Needs attention

Leaders have devised a clear strategy to support disadvantaged pupils. They use additional funding appropriately. However, leaders have not ensured that staff have a consistent understanding of the barriers disadvantaged pupils face. Some disadvantaged pupils do not achieve or attend as well as they could.

p.4

Leadership and governance Needs attention

The school has experienced a challenging period which has impacted leaders' ability to improve aspects of the school as quickly and as effectively as they have needed to. Leaders have not completed the checks they need to, to be assured that teaching is consistently high quality and that the curriculum, particularly where it is new, is effective. While some staff have benefited from opportunities for professional learning, for example in the early years, leaders recognise staff training has not been sufficiently focused on priority areas across the school, such as adaptive teaching and the strategies to support pupils who face barriers to their learning and/or wellbeing. As a result, there are some inconsistencies in these areas.

p.5

Leadership and governance Needs attention

Governors understand their responsibilities and know the community well. They want the best for pupils. However, they have not had sufficient oversight to be able to support or challenge leaders robustly. They do not hold leaders to account robustly enough, for example, in relation to pupils' attendance or attainment. New governors are keen to be actively involved in the school's development, but have so far been limited in their opportunities to play a part.

p.5

Leadership and governance Needs attention

Despite the challenges the school has faced, staff are buoyed by the renewed focus and decisive actions that leaders have made recently. They are aligned with leaders' ambitious vision and feel listened to. Staff are positive about the support they receive for their workload and wellbeing.

p.5

Leadership and governance Needs attention

Equally, parents and carers value what the school offers. They appreciate the care and support their children receive. They too are positive about the school's promising new chapter.

p.5

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

At Pegswood Primary, pupils are safe and behave well. Children get off to a positive start in the early years and adapt well to school routines. They are helped to learn, play and develop securely. The care they receive forms the bedrock of the positive relationships pupils have with staff throughout their time at the school. Pupils trust adults. Staff care deeply about pupils. Bullying is rare here. Incidents are dealt with appropriately.

p.5

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

Pupils' experiences of learning are mixed. In some areas, like mathematics, they generally learn well. In other areas, such as reading and writing, the curriculum is in the process of being improved. To reflect this, outcomes in key stage 2 national tests are better in mathematics than they are in reading and writing, where they have been more variable over time. There are early signs that leaders' improvements are helping pupils to secure the basic skills they need to be more consistently prepared for the next stage of learning.

p.5

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

The school is emerging from a challenging period. It is at the beginning of a new phase of its development. Leaders have placed a greater focus on ensuring staff receive the training they need so that teaching is consistently effective, that pupils who face barriers to their learning and/or wellbeing receive the precise support they need and that attendance improves. Staff are committed to pupils' wider development. They organise a range of trips to support pupils' learning and personal development. For example, trips to the zoo and a nearby country estate help pupils to learn about animal care, rural life and where some produce comes from. Residential visits that include caving and rock climbing encourage pupils to develop their confidence and resilience. Pupils also enjoy helping others in their roles as 'Pegswood Peers', where they mentor their classmates, organise activities and promote positivity.

p.5

Next steps

Leaders and governors should strengthen their oversight, analysis and evaluation of the school's work to accelerate and embed improvements so they have a sustained impact, particularly on pupils' learning, achievement and attendance. Leaders should ensure staff receive high-quality training so they develop the expertise they need to teach consistently well and support pupils effectively to overcome the barriers they face to their learning and/or wellbeing. Leaders should intensify their work and act swiftly to improve attendance and reduce persistent absence. Leaders should ensure that they develop a clear, consistent approach to the graduated response, so that pupils who face barriers receive the right level of support at the right time. Leaders should ensure teaching is consistently high quality, and that pupils, including disadvantaged pupils, secure essential foundational knowledge, particularly in reading

p.6

Next steps

and writing. They should ensure that teachers check pupils' understanding consistently and adapt their teaching accordingly to address gaps in knowledge, or move pupils on in their learning. Leaders should ensure that pupils develop consistently detailed knowledge of different world faiths, fundamental British values and the PSHE curriculum.

p.6

About this inspection

At the time of the inspection, the position of chair of the board of governors was vacant.

p.6

About this inspection

The inspection took place on Tuesday 22 September and Wednesday 23 September 2026.

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher and other school leaders during the inspection. They spoke with members of the board of governors and representatives from the local authority. Inspectors visited lessons, spoke with pupils and sampled pupils' work. They observed and interacted with pupils at social times.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

p.7

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.

p.7

What does this mean?

The school currently uses no alternative provision.

p.7

What does this mean?

The school has undergone significant change since the last inspection. The current headteacher has been in post since September 2026. The chair of the board of governors resigned at the end of the academic year in 2025/2026. There is no vice-chair of the board of governors.

p.7

What does this mean?

Headteacher: Vikki Tuart The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.9

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

average

2024/25 (final) 58% 62% Close to average

p.9

average

2023/24 (final) 56% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2022/23 (final) 75% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.10

average

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

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

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

p.10

average

2023/24 (final) 78% 73% Close to average

p.10

average

2022/23 (final) 71% 73% Close to average

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2023/24 (final) 33% 46% Close to average

p.11

average

2022/23 (final) 33% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2022/23 (final) 67% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2023/24 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2023/24 (final) 50% 59% Close to average

p.12

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.14

national average

2023/24 (3 term) 6.1% 5.5% Close to average

p.14

national average

2022/23 (3 term) 6.6% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (3 term) 15.9% 13.0% Close to average

p.14

national average

2023/24 (3 term) 16.9% 14.6% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15