Woodham Burn Community Primary School and Nursery

Nursery

Address: Humphrey Close, Newton Aycliffe, County Durham, DL5 4EX Unique reference number (URN): 149737

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

Achievement Expected standard

Pupils, including those who are disadvantaged, achieve academic outcomes that are close to the national average in national tests. Most pupils are well prepared for the next stage of their education. Year 4 pupils typically achieve outcomes that are above the national average in the Year 4 multiplication tables check. As a result of leaders' actions in response to a decline in pupil achievement in reading, more pupils are gaining the knowledge and skills they need to become confident readers. Pupils with special educational needs and/or disabilities typically make suitable progress from their starting points.

p.2

Achievement Expected standard

Typically, pupils remember what they have been taught across the curriculum. The prior knowledge of a few pupils is not secure enough to enable them to take on new knowledge and connect it to what they already know. This means that their learning is not as detailed as it could be.

p.2

Attendance and behaviour Expected standard

Leaders have taken steps to increase attendance and cut down on persistent absence. This led to improvements in attendance for all pupils in the last academic year. However, overall attendance remains below the national average. Around half the pupils attending the school are disadvantaged. As a result of leaders' actions, these pupils' attendance is in line with their peers nationally. Pupils with special educational needs and/or disabilities attend school at rates similar to the national average. Leaders carefully track and monitor pupils' absence. They respond quickly and provide support to help pupils and their families overcome barriers to attendance. Leaders recognise the importance of attendance and communicate clear expectations to pupils and their families.

p.2

Attendance and behaviour Expected standard

Leaders have established clear routines that most pupils follow. This ensures that the school is calm and orderly. Leaders have raised expectations of pupils’ behaviour and adapted the support that pupils receive when needed. For example, they teach pupils how to regulate their emotions. This has led to a reduction in incidents of poor behaviour. The number of suspensions is falling. Most pupils engage well in their lessons and complete their work to an improving standard. Most pupils feel confident that staff deal effectively with the rare incidents of bullying. Visitors, staff, parents and pupils all say that behaviour has improved significantly. As a result, pupils feel safe and are able to focus on their learning.

p.2

Curriculum and teaching Expected standard

Leaders have designed the curriculum to be broad, balanced and engaging. This is helping pupils to build their knowledge and skills. Leaders ensure that staff receive ongoing professional development to improve their subject knowledge. This is helping staff to teach with more confidence and accuracy. They typically provide adaptations that enable pupils with special educational needs and/or disabilities (SEND) to access key knowledge. This usually enables pupils with SEND to learn alongside their peers.

p.2

Curriculum and teaching Expected standard

Staff typically teach early reading effectively by following the school's chosen phonics programme. Leaders track pupils' progress and quickly identify where a pupil may need additional support to catch up. Leaders have recently simplified how staff teach writing to younger pupils. This enables pupils to focus on accurate letter formation, accurate grammar and sentence structure. In some instances, staff do not check carefully that pupils form letters and numbers accurately and use an efficient pencil grip. As pupils progress through the school, reading and writing are generally taught well. Pupils benefit from the new and interesting books that provide a stimulus for their writing.

p.2

Curriculum and teaching Expected standard

Leaders have recently improved how staff check what pupils learn and remember in lessons and over time. Staff generally adapt lessons and plan additional support to close any emerging gaps in knowledge.

p.3

Inclusion Expected standard

Leaders have established an inclusive school where everyone is welcome. They have high expectations of all pupils and are ambitious for what they can achieve over time. Leaders are knowledgeable about the barriers that pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and pupils known to children’s social care may face. Leaders are committed to reducing these barriers. Leaders and staff carefully plan support for pupils with SEND and those in local authority care. Where appropriate, they seek expert advice to shape the support. Parents, carers and pupils contribute to the development and review of these plans. Staff receive training so they know how to make adaptations for pupils with SEND. This also includes how to meet pupils' social, emotional and mental health needs.

p.3

Inclusion Expected standard

Leaders use the additional funding they receive to support pupils who are disadvantaged. Leaders regularly review the progress of all vulnerable pupils and identify any gaps in knowledge. Appropriate and timely interventions take place to help close these gaps. Over time, pupils make some progress from their starting points. Leaders acknowledge there is more work to do to help some pupils with SEND catch up more quickly with their peers. Leaders ensure that nearly all disadvantaged pupils engage in the range of clubs and trips they provide.

p.3

Leadership and governance Expected standard

Leaders have secured improvements and changed the culture of the school. Leaders have prioritised quality professional development to help staff improve their skills and knowledge. Staff have increasingly high expectations of what pupils can learn in individual lessons and over time. Leaders have raised expectations for pupils' behaviour in lessons, at social times and in assemblies. As a result, the school is safe, calm and purposeful and pupils can learn more effectively. Leaders from the trust have helped improve the curriculum and teachers' use of assessment. Staff appreciate the training and support they receive. Leaders value and support staff while being mindful of reducing their workload. Staff are now proud to work at the school and value the vision that leaders have set out.

p.3

Leadership and governance Expected standard

Leaders, including those responsible for governance, understand the school’s context and its families well. They have a clear understanding of the school's strengths and the areas that need further development. Governors fulfil their statutory duties. They provide leaders

p.3

Needs attention

with appropriate challenge and support and visit the school to ensure that they understand the impact of the school’s actions. Governors make sure that leaders use the additional funding for disadvantaged pupils appropriately.

p.4

Needs attention

Leaders have worked to build better relationships with parents and carers. Most parents are now positive about the school and the support their children receive. They appreciate the growing range of enrichment opportunities available for pupils.

p.4

Personal development and wellbeing Expected standard

Leaders have ensured that pupils receive a comprehensive personal development and wellbeing offer. Personal, social, health and economic education follows statutory guidance and considers the context of the school community.

p.4

Personal development and wellbeing Expected standard

Pupils know how to recognise healthy and unhealthy relationships and understand how to stay safe online. Pupils understand the importance of respecting boundaries and have an age-appropriate knowledge of consent. They understand how to stay safe as they learn about water and fire safety, for example. Pupils also attend police-led workshops on local dangers. However, some pupils' knowledge of these aspects is less secure. Pupils learn how to stay mentally and physically healthy. Leaders support this by providing a range of activities after school and at lunchtime, including gardening and tennis.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils learn about other faiths and cultures. They have used technology in a creative way to bring this learning to life. For example, pupils make virtual visits to places of worship. They also speak with pupils at other schools in the trust to find out about each other’s cultures and faiths. These activities support pupils' developing awareness of the world around them. While many pupils recall this learning, a few pupils' knowledge is less secure. Most pupils are respectful and tolerant. Pupils have a developing understanding of fundamental British values and protected characteristics.

p.4

Personal development and wellbeing Expected standard

Pupils enjoy a wide range of clubs and enrichment activities. Activities such as sports club, gardening club and residential visits broaden pupils' horizons and enliven the curriculum. Pupils gain further knowledge of local culture and nature through their visits to local museums and a local waterfall. Leaders rigorously check and track participation. They actively work to remove any barriers that prevent vulnerable pupils from attending.

p.4

Personal development and wellbeing Expected standard

Pupils like taking on leadership roles. They can join the school council or become play leaders, helping younger pupils during social times. Leaders are aspirational for pupils' futures and actively promote a wide range of career opportunities.

p.4

Early years Needs attention

Children are not as well prepared for Year 1 as they need to be. Children in Nursery settle quickly and learn new routines. They benefit from quality interactions with adults and a variety of activities. These experiences help develop a wider range of skills, including those necessary for writing. In Reception, children are less settled and struggle to follow staff’s instructions. Occasionally, staff do not use time effectively to engage children in purposeful learning. This means that some children do not get off to the best possible start. The teaching of phonics is also variable. Staff do not always model correct pronunciation. Teachers present information clearly to children, but they do not make enough checks on what children know. This lack of checks prevents staff from identifying and addressing gaps effectively. For example, staff do not consistently ensure that children develop an efficient pencil grip and are able to form letters and numbers accurately.

p.4

Early years Needs attention

Staff build warm and nurturing relationships with children. In Nursery, adults model language well and help children develop good manners and positive attitudes to learning. Leaders have carefully planned an ambitious curriculum. This outlines key stories, rhymes and vocabulary that children should know by the end of their time in the early years. Children in Reception were enjoying acting out ‘Goldilocks and the Three Bears’. They recall key facts from the story, showing their engagement and understanding. Staff build positive relationships with parents and carers. They help parents understand how to support their children's early reading and mathematics skills.

p.5

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

Pupils are warmly greeted when they arrive at school each day. They are known by staff, who take an interest in them as individuals. Pupils benefit from clear, established routines that create a calm and purposeful environment. Positive relationships between staff and pupils help pupils to feel that they belong and are valued members of the Woodham Burn School community. Pupils feel safe.

p.5

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

Pupils say that incidents of bullying have reduced. When it does happen, pupils are confident that staff will take effective action. Pupils are polite and considerate of each other’s feelings and needs. They are respectful of staff and typically follow their instructions. Pupils learn about other faiths and cultures through virtual visits to places of worship and by meeting pupils from other schools in the trust.

p.5

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

Pupils generally remember what they have learned. Some pupils have gaps in their knowledge of the broader curriculum, for example in geography and history. This makes it harder for them to recall prior learning and make connections with new learning. Typically, pupils achieve in line with national averages in national tests. Pupils achieve particularly well in the Year 4 multiplication check.

p.5

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

Pupils enjoy a wide range of books that help them develop a love of reading. Pupils enjoy taking on responsibilities in class, at playtimes and in the community. They are keen to take part in the range of clubs and enrichment activities, such as theatre visits, residential trips and sports events. These activities add to pupils' enjoyment of school and help them to develop their skills and knowledge beyond the academic curriculum. Most pupils attend school regularly, and attendance is improving as a result of leaders' actions. However, some pupils' attendance is lower than it should be.

p.5

Next steps

Leaders should ensure that staff consistently implement the school's revised approaches to teaching and learning, including in the early years, to ensure that all pupils achieve well, including in personal, social and health education. Leaders should improve early years teaching to help children to establish clear routines and to ensure staff maximise opportunities to engage children in high-quality interactions, so that children develop their spoken language and a wide vocabulary. Leaders should build on their work to develop productive relationships with parents so that they are well informed about their children's education.

p.6

About this inspection

This school is part of Lingfield Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nick Blackburn, and overseen by a board of trustees, chaired by Andy Lancashire.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

This inspection took place on 15 and 16 September 2026.

p.6

About this inspection

Inspectors spoke with the executive headteacher and other senior leaders, the CEO and other trust leaders as well as trustees, including the chair of the local governing body and other governors during the inspection. Inspectors also spoke with pupils, parents and carers.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school has undergone a significant change since the last inspection. The school joined Lingfield Education Trust in June 2023.

p.6

About this inspection

The school appointed a new headteacher in June 2025.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

Team inspectors:

Julie McGrane, Ofsted Inspector Victoria James, Ofsted Inspector

p.7

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 15 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 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.8

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

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 70% 74% 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.9

average

2024/25 (final) 76% 72% Close to average

p.10

average

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

2024/25 (final) 53% 47% Close to average

p.10

national average

2023/24 (final) 36% 46% 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

2024/25 (final) 58% 63% Close to average

p.11

average

2023/24 (final) 68% 62% 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

2024/25 (final) 68% 59% Close to average

p.11

average

2023/24 (final) 64% 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.11

average

2024/25 (final) 58% 61% Close to average

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

Persistent absence

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

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.14

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