Schools & FE · Report card

Cullercoats Primary SchoolOfsted report card, 15 Sept 2026

Inspected 15 Sept 2026 · URN 108569

Ofsted inspected Cullercoats Primary School on 15 Sept 2026, led by Georgina Chinaka. This is a report card inspection; the lowest area grade was Needs attention. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest Needs attentionSafeguarding met

Georgina Chinaka (lead), Belita Scott, Helen Smith, Ian Dawson, Kathryn Fenwick

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
15 Sept 2026
Inspectors verified
Belita Scott, Georgina Chinaka, Helen Smith, Ian Dawson, Kathryn Fenwick
Postcode verified
NE30 4PB
Name on report verified
Cullercoats Primary School
Safeguarding verified
Met
URN verified
108569

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceNeeds attention
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+62Positivemore positive than 74% of report cards whose lowest area grade is Needs attention

StrongExpectedNeeds attentionUrgent improvement

In line with other report cards whose lowest area grade is Needs attention.

Markers show where typical reports of each grade sit.

Praiseenjoyeffectivepositivecaringambitiousfeel safekeenhigh expectations

Criticismnot consistentlyunacceptablepoornot effectiveweaknessesconcernsnot robustnot yet

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1540w+71
Leadership255w+11
Safeguarding51w−11
What needs to improve87w+73

Strengths

Quoted from the report. Tap to see it on the page.

As a result, pupils who face disadvantage thrive in school and achieve well. p.2
There are high expectations for pupils’ behaviour, manners and relationships with each other and staff. p.2
Relationships between staff and pupils are warm and caring. p.2
Pupils enjoy many positive aspects of school life. p.6

Concerns

Quoted from the report. Tap to see it on the page.

Any incidents of unacceptable behaviour are dealt with swiftly and this reduces the likelihood of it happening again. p.2
In some areas of the school’s work, the quality assurance and monitoring systems are not effective enough, this includes for safeguarding. p.5

Next steps

Quoted from the report. Tap to see it on the page.

Leaders and governors should ensure that effective quality assurance, monitoring and challenge, including for safeguarding, gives them an accurate understanding of the school’s work and drives continuous improvement. p.6
Leaders should ensure that the curriculum is taught well and as intended. p.6
They should identify where this is not happening and take timely and effective action to address it. p.6
Leaders should ensure that staff in the early years maximise opportunities to engage children in well-designed, high quality interactions throughout the day and children can regularly practise applying new learning. p.6

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance24
“Leaders should ensure that staff in the early years maximise opportunities to engage children in well-designed, high quality interactions throughout the day and children can regularly practise applying new learning.” p.6
Curriculum15
“Leaders have put in place a broad and ambitious curriculum across school which builds pupils’ knowledge in a sensible order.” p.4
Behaviour13
“There are high expectations for pupils’ behaviour, manners and relationships with each other and staff.” p.2
Progress & outcomes8
“As a result, pupils who face disadvantage thrive in school and achieve well.” p.2
Safeguarding7
“In some areas of the school’s work, the quality assurance and monitoring systems are not effective enough, this includes for safeguarding.” p.5
SEND & inclusion6
“Across school, the support for pupils with special educational needs and/or disabilities is effective and well matched to their needs.” p.2
Teaching & assessment6
“Leaders should ensure that staff in the early years maximise opportunities to engage children in well-designed, high quality interactions throughout the day and children can regularly practise applying new learning.” p.6
Communication & language6
“This is reflected in the work they produce and how confidently they talk about their learning.” p.3

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,930; about usual (typical 1832)
Reading level: Hard; Flesch 50, typical 45
Average sentence: 13 words
Next steps: 4; typical 4
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 32%

Full report text

Cullercoats Primary School

Address: Marden Avenue, Cullercoats, North Shields, Tyne and Wear, NE30 4PB Unique reference number (URN): 108569

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

Attendance and behaviour Strong standard

Pupils have high attendance. They are also punctual. Pupils know it is important to attend school regularly, but most importantly they are keen to be there. The school manages attendance well. Staff share key messages and expectations with parents and carers so everyone works together. The school are aware of trends and patterns in pupils' attendance. This means that if attendance does start to fall, the school can intervene quickly and provide effective support.

p.2

Attendance and behaviour Strong standard

Pupils behave well throughout the day. There are high expectations for pupils’ behaviour, manners and relationships with each other and staff. Staff clearly communicate the expectations for pupils' conduct. Relationships between staff and pupils are warm and caring. Pupils enjoy greeting and giving 'high-fives' to staff in the corridors.

p.2

Attendance and behaviour Strong standard

Pupils have a clear understanding of what bullying is. They are not worried about bullying. Pupils are confident that staff will address any poor behaviour if it were to arise. Leaders check behaviour across school very closely. Any incidents of unacceptable behaviour are dealt with swiftly and this reduces the likelihood of it happening again. If pupils need additional support managing their emotions or behaviour, the school finds creative solutions. This helps pupils to be successful throughout the school day.

p.2

Inclusion Strong standard

Inclusion runs through all of leader's decisions. Leaders have created a school where pupils can be themselves and belong. The school quickly identifies the support pupils need to be successful throughout the school day, both in lessons or during social times. Staff work together to understand how best to support pupils, as well as develop their independence. Pupils with barriers access learning successfully alongside their peers. Staff are ambitious for all pupils. The school works well with parents and external agencies to put the right support in place in a timely way. Across school, the support for pupils with special educational needs and/or disabilities is effective and well matched to their needs. The school carefully manages pupils’ transitions across year groups and beyond the school when they leave.

p.2

Inclusion Strong standard

The school uses additionally funding well. There is moral commitment from leaders and governors to use pupil premium funding to widen opportunities, experiences and belonging for these pupils. As a result, pupils who face disadvantage thrive in school and achieve well.

p.2

Inclusion Strong standard

An overwhelming majority of parents and carers are highly complementary about the additional support, care and consideration their children receive. They value the varied and impactful support the school provides.

p.2

Personal development and wellbeing Strong standard

Pupils at Cullercoats Primary school benefit from a vast array of wider opportunities and experiences. The school partners with different organisations to provide exciting and real- world activities. Leaders ensure that all pupils can access the wide personal development offer in school. Staff remove barriers so that pupils with additional vulnerabilities can enjoy these moments and experiences with their peers.

p.3

Personal development and wellbeing Strong standard

The planned curriculum for personal, social, health and economic education is comprehensive and meets statutory requirements. Alongside the formal curriculum, a wide variety of visits and visitors develop pupils’ knowledge of different faiths, values and religions well. Pupils have numerous opportunities to develop their talents and interests. For example, pupils enjoy samba drumming at at a local festival, singing at a nearby museum and performing at a local Christmas market. Pupils’ knowledge of culture is enhanced through the curriculum and by visits such as those to local museums, landmarks and exhibitions. In recent years, pupils have taken part in coding and robotics activities and competitions. This further extends to extra learning outside of the classroom, such as learning to ride bikes, exploring the local coastal area and sporting clubs.

p.3

Personal development and wellbeing Strong standard

Pupils value the opportunities they have to talk about their feelings and reflection on emotions. The school provides calm spaces in school that pupils can access during busier points of the days. Staff encourage pupils to use these spaces independently. Pupils do this well and value the freedom to do so.

p.3

Personal development and wellbeing Strong standard

Pupils understand the importance of treating others fairly. They know how to respect difference and embrace others. Pupils demonstrate a maturity and thoughtfulness when discussing these matters.

p.3

Personal development and wellbeing Strong standard

Pupils have a clear understanding of how to stay safe in the community and near water. Pupils also have a comprehensive understanding of online safety, in particular the safe use of mobile phones and apps.

p.3

Achievement Expected standard

Pupils achieve well at Cullercoats Primary School. In national curriculum assessments at the end of key stage 2, pupils tend to outperform their peers nationally. Pupils who face disadvantage also perform well and better than others nationally. Pupils are well prepared for their next stage in education.

p.3

Achievement Expected standard

Pupils’ progress well through the curriculum. This is reflected in the work they produce and how confidently they talk about their learning. Learning to read well is a high priority at Cullercoats Primary school. Pupils learn this important skill quickly. They enjoy talking about and retelling the stories they have read.

p.3

Achievement Expected standard

Pupils with special educational needs and/or disabilities (SEND) receive timely support to progress through the curriculum well. The support staff provides helps pupils to produce good quality work that reflects their knowledge and skills.

p.3

Achievement Expected standard

In the wider curriculum, pupils can confidently recall core facts from their previous learning.

p.4

Curriculum and teaching Expected standard

Leaders have put in place a broad and ambitious curriculum across school which builds pupils’ knowledge in a sensible order. The school prioritises strengthening pupils’ foundations in writing, reading and spoken language. On the whole, staff teach lessons well and have the relevant expertise to progress pupils learning.

p.4

Curriculum and teaching Expected standard

Pupils enjoy their learning and progress through the curriculum well. In mathematics, pupils use their prior mathematical knowledge and confidence well to solve problems with their peers. In English lessons, pupils use story boards to develop their understanding of features of different genres and as an opportunity develop their oracy.

p.4

Curriculum and teaching Expected standard

In lessons, staff provide timely and effective support to pupils with barriers to their learning. Staff understand pupils' needs well. There are systems in place to help staff know the support each pupil needs.

p.4

Curriculum and teaching Expected standard

Recent changes to the curriculum are not yet embedded across the school. This means there is variability in how well some staff provide meaningful oracy opportunities and check pupils' understanding. At present, leaders do not have an accurate enough picture of what teaching looks like across school. Therefore, in some subjects and lessons, the curriculum is not consistently taught as leaders would intend.

p.4

Early years Expected standard

In the early years, relationships between staff and children are nurturing. Children are happy. Children settle well and behave well. Children are curious and keen to learn. They are well cared for. Leaders' consideration for children's safety and care is a high priority.

p.4

Early years Expected standard

Children are keen to talk about their learning and join in with songs, rhymes and stories they know. Staff help children learn through songs. For example, staff sing songs to help children recognise and practise facial expressions linked to emotions.

p.4

Early years Expected standard

Staff know the children well. They help them to quickly settle into the school day and routines of the classroom. Staff help children to develop their social skills, supporting with turn taking games and sharing. At times, staff miss opportunities to extend pupils language or provide them with enough opportunities to practise new learning or skills.

p.4

Early years Expected standard

Children with special educational needs and/or disabilities (SEND) are well understood and supported in Nursery and Reception. Staff collaborate closely with professionals and previous settings to best understand children’s needs.

p.4

Needs attention

Parents value the welcome meetings and transitions into the early years in school. They are highly positive about the start their children have at Cullercoats Primary School.

p.5

Leadership and governance Needs attention

Leaders and governors are committed to making Cullercoats Primary School as inclusive as possible. Staff provide a positive and memorable primary school journey for pupils. The school maintains positive relationships with parents and carers. Parents value how approachable, caring and visible leaders are.

p.5

Leadership and governance Needs attention

There is clarity and a shared vision across leaders, governors and staff. This includes a clear improvement journey of the school and the values that underpin the school’s work. Any changes made across school are in the best interest of pupils.

p.5

Leadership and governance Needs attention

Leaders provide relevant and timely professional development for staff. The school engages well with external expertise to develop teaching practice. The wellbeing of staff is well considered. Staff regularly meet with governors to discuss the school developments, wellbeing and workload. This helps governors have an accurate picture of staff views.

p.5

Leadership and governance Needs attention

In some areas of the school’s work, the quality assurance and monitoring systems are not effective enough, this includes for safeguarding. Leaders carry out checks on curriculum delivery and teacher's subject expertise. However, they do not use these checks to make improvements in the curriculum, teaching and assessment quickly enough. Leaders' and governors' evaluation of school performance does not provide them with an accurate enough picture of the quality of education being provided. In addition to this, leaders' and governors' oversight of some aspects of safeguarding is not robust enough. Leaders have not ensured that a small number of their safeguarding processes are correct and up to date, and governors do not challenge the school effectively enough to make these improvements.

p.5