School etc

Battle Hill Primary School

Battle Hill Primary School
Berwick Drive
Battle Hill Estate
Tyne and Wear

phone: 0191 2007246

headteacher: K M Arthur

school holidays: via North Tyneside council

378 pupils aged 2—10y mixed gender
315 pupils capacity: 120% full

195 boys 52%

≤ 2113y214a94b64c95y266y317y248y289y1410y14

185 girls 49%

≤ 2113y174a74b94c175y196y217y238y249y2110y16

Last updated: June 19, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 430893, Northing: 568360
GPS coordinates
Latitude: 55.009, Longitude: -1.5185
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 2, 2013
Region › Const. › Ward
North East › North Tyneside › Battle Hill
Urban > 10k - less sparse
Free school meals %
Trust school
Is supported by a Trust
The North Tyneside Learning Trust

rooms to rent in Wallsend

Schools nearby

  1. Battle Hill Nursery School NE289DH
  2. 0.2 miles Tyne Metropolitan College NE289NL
  3. 0.3 miles North Tyneside College NE289NJ
  4. 0.4 miles Accelerated Learning Service NE289RT
  5. 0.4 miles Primary Resource Provision NE289RT
  6. 0.4 miles Secondary Accelerated Learning Service NE289RT
  7. 0.5 miles Hadrian Park First School NE289RT
  8. 0.5 miles Churchill Community College NE287TN (734 pupils)
  9. 0.5 miles Hadrian Park Middle School NE289RT
  10. 0.5 miles Hadrian Park Primary School NE289RT (345 pupils)
  11. 0.6 miles Holy Cross Roman Catholic Primary School Aided NE280EP (242 pupils)
  12. 0.7 miles St Bernadettes Roman Catholic Primary School Aided NE289JW (368 pupils)
  13. 0.7 miles High Farm Middle School NE289JW
  14. 0.7 miles Beacon Hill School NE289JW (136 pupils)
  15. 0.8 miles Silverdale School NE280HG (54 pupils)
  16. 0.9 miles Langdale Community Middle School NE280HG
  17. 1 mile Senior Tutorial Centre NE287LQ
  18. 1 mile Wallsend Jubilee Primary School NE289HA (367 pupils)
  19. 1 mile Denbigh Community Primary School NE280DS (386 pupils)
  20. 1 mile Central Middle School NE287LQ
  21. 1 mile Burnside Business and Enterprise College NE287LQ (1286 pupils)
  22. 1 mile Parkside School NE289HA
  23. 1 mile Willington First School NE280DS
  24. 1 mile Willington Middle School NE280PP

List of schools in Wallsend

School report

Battle Hill Primary School

Berwick Drive, Battle Hill Estate, Wallsend, Tyne and Wear, NE28 9DH

Inspection dates 2–3 May 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Teaching is consistently good and
In 2012, pupils in Year 6, including those
The lively activities-based curriculum, which
occasionally outstanding. Teachers make
lessons interesting and move learning on at a
brisk pace. As a result, pupils make good and
occasionally outstanding progress.
known to be eligible for the pupil premium
and those with special educational needs,
made outstanding progress in English in Key
Stage 2.
runs throughout the Early Years Foundation
Stage and Key Stage 1, ensures that pupils
make good progress. As a result, attainment
has risen at the end of Year 2.
Marking and target setting are used effectively
Pupils’ behaviour is outstanding. They care
The school offers excellent care and support
The headteacher and the governing body have
to help pupils know how to improve their work.
exceptionally well for one another; they say
they feel extremely safe. They are determined
to do their best in their work. Attendance is
and provides very well for pupils’ spiritual,
moral, social and cultural development.
a very clear understanding of the school’s
strengths and weaknesses. They have been
determined to improve the school and know
clearly how to make it even better. This is an
improving school.
Pupils have too few chances to write at
Pupils’ handwriting is not well formed or neat
length in English and other subjects or to
apply their mathematical skills in real-life
Occasionally work is not well matched to the
Middle leaders do not have a clear enough
individual learning needs of the most able
pupils. Opportunities are missed to offer them
extra challenges during lessons.
picture of the progress pupils are making in
individual lessons or over the school year.

Information about this inspection

  • The inspectors had meetings with staff, groups of pupils and the Chair and other members of
    the Governing Body. The inspector also spoke to the school’s local authority School Development
  • The inspectors looked at a range of evidence including: the school’s improvement plan; the
    school’s data relating to pupils’ progress; monitoring reports; the work pupils were doing in their
    books; and the school’s documentation relating to safeguarding.
  • The inspectors observed teaching and learning in 24 lessons taught by 17 teachers and listened
    to groups of pupils read. In addition, the inspectors made a number of short visits to lessons.
  • The headteacher and a phase leader conducted two joint observations of lessons with the
    inspectors. The inspectors also observed these leaders reporting back to teachers on their
    findings regarding the quality of learning and pupils’ achievement in lessons.
  • The inspectors took into account the 29 responses to the online questionnaire (Parent View).
    Inspectors also spoke to parents and analysed the school’s own questionnaire of parents’ views.
  • Thirty-nine staff completed questionnaires and the responses were analysed.

Inspection team

Gordon Potter, Lead inspector Additional Inspector
Philip Scott Additional Inspector
Karen Holmes Additional Inspector

Full report

Information about this school

  • This school is larger than the average-sized primary school. The numbers on roll have increased
    since the last inspection report.
  • Most pupils are White British.
  • The proportion of pupils known to be eligible for the pupil premium is well above average. (The
    pupil premium is additional funding for pupils who are known to be eligible for free school meals,
    children from service families and children that are looked after.)
  • The proportion of pupils supported at school action is average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is above average.
  • There are a breakfast club and many after-school clubs, which are organised and managed by
    school staff.
  • The school meets the government’s current floor standards, which set out the minimum
    expectations for pupils’ progress and attainment.
  • The school shares its site with a playgroup which is managed by the governing body and subject
    to a separate inspection.
  • Pupils in Years 1 and 2 are taught through an approach to teaching and the curriculum which
    continues the best aspects of Early Years Foundation Stage practice.
  • The headteacher is retiring in the summer after 25 years in post.

What does the school need to do to improve further?

  • Improve the quality of teaching so that it is consistently outstanding, to raise standards and
    rates of pupils’ progress further, by:
    sharing the outstanding teaching practice that is in the school already
    offering more interesting opportunities in mathematics for pupils to apply their skills in solving
    problems related to everyday life
    offering pupils even more opportunities to write at length in English and in other subjects
    using the school’s detailed information about pupils’ progress to set work which is more closely
    matched to pupils’ needs, especially ensuring sufficient challenge to stretch the most able
    improving pupils’ handwriting skills.

Increase the impact that middle leaders have on pupils’ attainment and progress, by:

improving their skills, through effective use of training in analysing data and lesson

observations, so they better understand the progress pupils are making in individual lessons

and over the school year.

Inspection judgements

The achievement of pupils is good
  • Most children start school with skills that are well below those typically expected for their age.
    Pupils make excellent progress in the Early Years Foundation Stage and Key Stage 1 units. There
    is good teaching of number and calculation, writing and how to link letters and the sounds they
    make, to help pupils rapidly develop their early reading, writing and mathematical skills.

As a result, standards at the end of Year 2 have improved in the last three years and are

average in reading, writing and mathematics. In 2012, the gap in achievement between the
pupils who are eligible for the pupil premium and other pupils in the school was narrow. They

were one term behind in reading and half a year behind in mathematics and writing.

  • At the end of Year 6, standards are typically average. Improvements in standards at the end of
    Year 2 have not had time to impact on attainment at the end of Year 6. However, pupils typically
    make good progress. In 2012, pupils in Year 6 had made outstanding progress in reading and
    writing in Key Stage 2.
  • All pupils who were eligible for the pupil premium made at least expected progress in English
    and mathematics. In mathematics their attainment was in line with age-related expectations and
    in English it was slightly above. They were one term ahead of other pupils in the school in
    reading and mathematics and two terms ahead in writing. This success in ensuring good and
    outstanding progress for all groups of pupils shows the school’s commitment to promoting equal
    opportunities and tackling discrimination.
  • The work of pupils currently in Year 6 is below average. This is a year group with a high
    proportion of pupils who have special educational needs. They have made good progress from
    standards that were well below average at the end of Year 2.
  • Inspection evidence shows that progress in reading is good. This is a result of a strong focus on
    reading and good, consistent teaching in how to link letters and the sounds they make to help
    pupils read words they are not used to. There is a strong and developing focus in all classes on
    helping pupils to enjoy books and read more often in school and at home.
The quality of teaching is good
  • Teachers are very skilful at explaining what pupils are to learn and leading them through ways
    to do tasks. Lessons have interesting topics, a range of exciting activities and move at a brisk
    pace. Teachers involve pupils in using information technology and role play to explore ideas and
    solve problems. In these lessons, pupils learn quickly.
  • All of these excellent approaches were seen in Year 1 in outstanding teaching of writing about
    the seaside. Teachers and teaching assistants engaged pupils in activities and skilfully
    questioned them about rocks, shells and seaweed. They encouraged pupils to express and
    develop their ideas and write poems using adjectives. Pupils made rapid progress.
  • Pupils’ work is regularly marked and helpfully tells them how successful they have been in their
    work and how to improve it; teachers give pupils time to act upon any advice they give.
    Teachers also use targets well so that pupils know what they need to do to reach the next level
    in their work.
  • There is good teaching of mathematics, which offers pupils opportunities to improve their
    understanding of a wide range of mathematical skills and they make good progress. However,
    there are too few chances for pupils to practise their skills in mathematics in solving problems
    related to everyday life.
  • Teachers check pupils’ understanding and, with the help of very skilful teaching assistants, offer
    extra help as the lesson progresses. However, teachers do not use information about pupils’
    skills and abilities well enough to plan work that stretches the most able pupils or give them
    extra work that challenges them further during lessons.
  • Teachers use pupils’ reading and the many exciting topics they cover in a range of subjects as
    the starting points for writing activities. As a result, pupils write regularly in English and in
    subjects across the curriculum and attainment has risen. However, teachers do not ensure pupils
    have enough opportunities to write at length. Despite a clear programme to teach handwriting
    skills, pupils’ handwriting is not tidy enough or well enough formed.
The behaviour and safety of pupils are outstanding
  • Pupils say that behaviour is excellent in their lessons. There are clear expectations and a
    consistent system of rewards and sanctions. As a result, pupils have a very clear understanding
    of how to behave well. Indeed, impeccable behaviour was evident in lessons during the
    inspection as well as around the school.
  • The school’s records of behaviour show that the behaviour of the vast majority of pupils has
    been excellent in the past three years. As a result, there have been no exclusions. Attendance is
    average and improving.
  • Pupils play and work exceptionally well together. They respect and care for one another
    remarkably well. They are extremely polite to adults, eagerly talking about their school. They are
    extremely happy in school and enjoy their learning. Indeed, they are determined to succeed in
    their work. They develop social skills in the breakfast and after-school clubs.
  • Pupils feel exceptionally safe. They are aware of different forms of bullying, including name-
    calling and cyber-bullying. However, they are adamant that there is no bullying. Indeed, they
    say that they do not need the type of ‘buddy’ system that other schools have because all pupils
    look after one another. The ‘bullying box’ introduced by the school council is very rarely used.
  • The school council has helped to plan and raise funds to improve the playground and organises
    competitions and fund-raising for various charities. It has drawn up plans so pupils know how to
    keep fit and eat healthily.
The leadership and management are good
  • The headteacher has a very clear view of the school’s strengths and weaknesses. While the self-
    evaluation summary he presented to the inspection was optimistic about the school’s
    effectiveness, the in-depth evaluation seen in school reflected accurately the school’s current
  • The headteacher has acted determinedly since the last inspection to improve teaching and the
    curriculum. In particular, he has stuck to his belief that the activities-based approach to the Key
    Stage 1 curriculum was best for his pupils. He was correct. As a result, teaching has improved
    and standards have risen at the end of Year 2. Progress is good in all areas of the school. It was
    excellent in English for pupils in Year 6 in 2012.
  • The headteacher and all phase leaders work well together. Indeed, there is strong teamwork
    and high morale across the school which ensure that all staff work together very well. On the
    headteacher’s retirement, the deputy headteacher is to act as headteacher to ensure a smooth
    transition. She is very well informed about all aspects of the school and has the skills to move
    the school forward.
  • Performance management is clearly focused on increasing the rates at which pupils make
    progress, improving the quality of teaching and raising standards. The headteacher has set
    demanding targets for teachers that have had an impact on all these areas. Teachers are very
    clear that they will only be rewarded when their pupils have achieved as well as, or better than,
    they should have done.
  • Leaders regularly assess the quality of teaching and how it helps pupils to make good progress.
    They offer clear advice about how to improve teaching and teachers welcome and act upon this
    advice. This has ensured that teaching across school is consistently good or better. As yet, there
    have been few opportunities for sharing the outstanding practice that already exists within the
  • However, some middle leaders are less clear about how to measure the progress pupils are
    making in individual lessons. While there is much information about pupils’ attainment, some
    middle leaders are less skilled in using it to understand the amount of progress pupils have
    made over the school year.
  • The curriculum is highly innovative. While it is clearly focused on developing pupils’ basic skills in
    reading, writing and mathematics, it also provides many opportunities for pupils to develop their
    spiritual, moral, social and cultural awareness.
  • The local authority works very effectively with the school. It has offered helpful guidance on
    appointment procedures and advice that has led to improvements in the curriculum and the
    quality of teaching across school.
  • The governance of the school:

The governing body has an extremely clear view of the strengths of the school and has acted

determinedly to tackle the areas identified for improvement in the last inspection report.
Governors make regular visits to classes to see how well pupils are learning and how well
subjects are taught, and they feed back systematically to other governors. The governing
body skilfully manages the budget of this expanding school. Governors monitor the
performance of all staff. They have a clear understanding of school data and have ensured
that the gap in achievement between pupils eligible for the pupil premium grant and other
pupils in school has closed. The Chair is very well informed about the school and highly
involved in its everyday life. He offers extremely focused leadership so that all governors carry
out their allotted roles highly effectively. Governors and staff have received appropriate
training, for example to ensure that pupils are kept safe from harm and to improve teaching.

Leadership arrangements to follow the headteacher’s retirement in the summer have been

very well prepared. The governing body is determined to ensure that it appoints an excellent

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 108595
Local authority North Tyneside
Inspection number 400992

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 363
Appropriate authority The governing body
Chair Bill Appleby
Headteacher Kevin Arthur
Date of previous school inspection 11 November 2009
Telephone number 0191 2007246
Fax number 0191 2007247
Email address reveal email: batt…


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