St Godric's Catholic Primary School, DurhamOfsted report card, 22 Sept 2026

St Godric's Catholic Primary School, Durham

Address: Carrhouse Drive, Framwellgate Moor, Durham, DH1 5LZ Unique reference number (URN): 148207

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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 Strong standard

Pupils, including pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged, make excellent progress across the curriculum. They regularly revisit what they have learned previously, which helps them to remember more over time. Pupils consistently produce high-quality work. They develop rich knowledge and skills across a wide range of subjects.

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Achievement Strong standard

Pupils, including pupils with SEND and those who are disadvantaged, achieve at a high standard. Most children secure the important phonics knowledge they need in early years and beyond. It helps them become fluent readers at the earliest opportunity. Pupils then continue to build on, and apply, their knowledge and skills in reading, writing and mathematics. They learn how to communicate effectively through spoken language. At the end of key stage 2, pupils attain higher outcomes than their peers nationally in reading, writing and mathematics. They are very well prepared for their next steps.

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Attendance and behaviour Strong standard

Leaders have created a learning environment that is calm, productive and meets the needs of their pupils incredibly well. Pupils can learn, grow and thrive in this school. Leaders and staff have high expectations of pupils. Pupils respond very positively to the clear routines in place. They constantly demonstrate the school’s values. Older pupils set an example for their younger peers. Pupils show generosity and respect towards others and demonstrate determination in lessons and wider activities. Bullying is very rare and is dealt with effectively. Pupils learn how to understand their feelings and manage their emotions. If a pupil needs some extra help to regulate their emotions, they receive effective support.

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Attendance and behaviour Strong standard

Leaders work in partnership with parents to make sure pupils attend school regularly. Pupils enjoy attending school. Parents and pupils understand the value of regular school attendance. Leaders keep a close eye on any absences and make sure pupils quickly return to school. As a result, attendance is high and above national average. Leaders provide timely and effective support to pupils and their families to reduce any barriers to attendance. As pupils are rarely absent, persistent absence is much lower than national average.

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Curriculum and teaching Strong standard

Leaders have designed a high-quality curriculum that is well matched to the needs of their pupils. The curriculum is sequenced so that pupils can develop a deep knowledge across a wide range of subjects. Leaders make precise adaptations to the curriculum for pupils who need them, including those with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Strong standard

Pupils learn to read from the earliest opportunity. The teaching of reading, through phonics, is highly effective. Pupils, including pupils with SEND and those who are disadvantaged, quickly develop the knowledge and skills they need in reading, writing and mathematics. They become fluent readers, confident communicators and skilled mathematicians. Pupils at the earliest stages of learning English as an additional language are well supported to understand and learn how to speak, read and write in English.

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Curriculum and teaching Strong standard

Pupils benefit from high-quality teaching across year groups. Teachers have a clear understanding of what pupils know and what they need to know next. They consistently check that pupils understand what they have learned before moving on. Pupils respond well to precise and effective feedback from their teachers. Teachers regularly introduce new vocabulary and model how to use it effectively. As a result, pupils develop a rich vocabulary and can confidently talk about their learning with their peers.

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Leadership and governance Strong standard

Leaders know their school incredibly well. They understand its strengths and have precisely identified areas for continued improvement. Leaders have maintained their high expectations over time. This means that pupils consistently attend often, behave well and achieve well. Leaders understand the school's context well and think carefully about meeting the needs of pupils as they change.

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Leadership and governance Strong standard

Leaders make sure their staff receive high-quality professional learning, which is accurately matched to the areas that leaders are working on. Staff also benefit from a robust programme of training provided by the multi-academy trust. They regularly attend networks and share practice among colleagues from other schools. Staff highly value this training and support. They seek advice and use it to continually improve their teaching and support. They are proud to work in this school.

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Leadership and governance Strong standard

Trustees and governors know the school well. They understand their duties and provide a high level of challenge to leaders to make sure their work has a positive impact on pupils. Governors have a range of skills, which they use to support specific areas of the school’s work. Governors are very much part of the school community. They regularly support school events.

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Leadership and governance Strong standard

Leaders have formed positive links with community groups. The school is valued by the local community. Leaders work closely with parents. They regularly invite parents into school so that they are fully involved in their child’s education. Parents regularly join pupils in their learning and play. Parents value the education that their child receives in this school.

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Personal development and wellbeing Strong standard

Pupils demonstrate the school’s values in everything they do. They enjoy earning rewards and celebrating each other’s achievements. Pupils show tolerance and respect towards others. They value individual differences and enjoy learning about other cultures. Pupils know what it means to be a good citizen. They know how to keep themselves safe, including online. Pupils know about positive relationships, at an age-appropriate level. They are clear on how to lead a healthy lifestyle and how to look after their physical and mental health. Staff care for pupils, and pupils know who to speak to if they have any worries or concerns.

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Personal development and wellbeing Strong standard

Leaders plan a wide range of experiences for pupils that extend beyond the classroom. These are carefully tailored to the needs of all pupils, including pupils with special educational needs and/or disabilities and those who are disadvantaged. Children in early

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Expected standard

years regularly visit the local library and the beach. Pupils connect their classroom-based learning with visits to museums and heritage sites. Older pupils benefit from multiple opportunities to attend residential visits, including taking part in outdoor education. They deepen their knowledge of democracy through their annual visit to the Houses of Parliament in London.

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Expected standard

Pupils are very much part of their local community. They regularly raise money for charities and contribute to the local food bank. The student council plans events to celebrate key festivals. Older pupils take on ambassador roles and enjoy being buddies for their younger peers. They help them to settle into school life. All of these experiences mean that pupils are very well prepared for their next steps.

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Early years Expected standard

Leaders prioritise the early years provision. They understand the importance of giving children a positive start to their education. Leaders are continuing to develop the provision so that it is precisely tailored to the needs and interests of their children. Children achieve well in early years. They are ready for their next steps and transition smoothly into Year 1.

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Early years Expected standard

The early years curriculum is well planned, with a focus on the knowledge and skills that children need in preparation for their next steps. Children quickly learn how to communicate their needs effectively. They develop a wide range of vocabulary and use it well. Children learn to read, through phonics, at the earliest point. They enjoy listening to stories being read to them and singing nursery rhymes.

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Early years Expected standard

Children quickly settle into the clear routines in early years. Staff provide a nurturing environment so that children can grow in confidence and develop their independence. Children are well cared for and are encouraged to explore and play with their peers. They quickly form friendships with others. Children enjoy the wide range of learning opportunities, including using the building blocks or painting together. Leaders identify the individual needs of children quickly and accurately. They make sure that children receive any extra help that they need.

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Inclusion Expected standard

Leaders quickly identify the needs of their pupils, including those with special educational needs and/or disabilities (SEND). They make sure pupils have the support that they need to reduce any barriers to learning or wellbeing. Leaders closely check on the progress of pupils with SEND and adjust their approach when needed. They recognise that the needs of pupils are changing. Leaders work closely with external agencies to seek advice and support in a timely way. Most staff are suitably trained and supported to meet the needs of pupils with SEND. Where this is effective, staff provide high-quality care and support. Leaders recognise where more precise training and development for staff are needed. Leaders use additional funding to support pupils, including those who are disadvantaged and those who have previously been known to social care, to keep up with their peers. Pupils who speak English as an additional language are welcomed into the school

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Inclusion Expected standard

community when they join the school. They are supported to navigate the school day and form friendships with other pupils. Leaders make sure that all pupils have the support and resources they need to make progress academically and take part in wider school life.

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

Pupils, including children in early years, enjoy attending St Godric’s Catholic Primary School. They are happy, feel safe and are well cared for by staff. Pupils’ behaviour is excellent. They conduct themselves very well. Pupils live by the school’s values, underpinned by its Catholic ethos. Pupils show generosity and respect towards others and approach their learning with optimism and determination. They are proud of their achievements and enjoy regular opportunities to reflect and celebrate with staff and their peers. Bullying is incredibly rare and dealt with effectively.

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

Pupils benefit from a high-quality curriculum that is tailored to meet their needs. Pupils develop a rich range of knowledge and deep understanding across a wide range of subjects. Teachers and support staff know their pupils well. They tailor their approach to meet the needs of pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils value the feedback they receive and strive to improve their work. Children in early years are well supported to develop the skills they need for their next steps. Pupils, including pupils with SEND and those who are disadvantaged, progress very well from their starting points. At the end of key stage 2, pupils attain higher outcomes than their peers nationally across reading, writing and mathematics.

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

All pupils, including pupils with SEND and those who are disadvantaged, benefit from a range of additional opportunities and experiences. They take part in competitive sports, show their creativity through arts and crafts and learn how to play musical instruments. Pupils enjoy putting on performances and singing in the school choir. They explore careers through talks from professionals and business owners. Pupils are ambitious for their future. They know what they need to do to achieve success. Pupils are very well supported, and prepared, to transition to their next steps.

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Next steps

Leaders should continue to develop staff knowledge and understanding of the specific needs of pupils with special educational needs and/or disabilities to ensure they are fully supported to achieve their targets and progress academically alongside their peers. Leaders should continue to develop their early years provision to make sure learning opportunities are carefully tailored to the needs of individual children so that all children develop a detailed understanding across the areas of learning and development.

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Team inspectors:

Ian Dawson, Ofsted Inspector Zoe Lightfoot, His Majesty's Inspector

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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 22 September 2026

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About this inspection

This school is part of Bishop Wilkinson Catholic 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, Lucie Stephenson, and overseen by a board of trustees, chaired by Eddie Dolphin.

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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 22 and 23 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, a representative from the trust, a trustee, governors and a representative from the diocese during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Hexham and Newcastle. Its last section 48 inspection was in February 2026.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Persistent absence

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

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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. 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

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Urgent improvement

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