Battle Hill Primary School
Tyne and Wear
Headteacher: K M Arthur
School holidays for Battle Hill Primary School via North Tyneside council
315 pupils capacity: 120% full
195 boys 52%
185 girls 49%
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
- Battle Hill Nursery School NE289DH
- 0.2 miles Tyne Metropolitan College NE289NL
- 0.3 miles North Tyneside College NE289NJ
- 0.4 miles Accelerated Learning Service NE289RT
- 0.4 miles Primary Resource Provision NE289RT
- 0.4 miles Secondary Accelerated Learning Service NE289RT
- 0.5 miles Hadrian Park First School NE289RT
- 0.5 miles Churchill Community College NE287TN (734 pupils)
- 0.5 miles Hadrian Park Middle School NE289RT
- 0.5 miles Hadrian Park Primary School NE289RT (345 pupils)
- 0.6 miles Holy Cross Roman Catholic Primary School Aided NE280EP (242 pupils)
- 0.7 miles St Bernadettes Roman Catholic Primary School Aided NE289JW (368 pupils)
- 0.7 miles High Farm Middle School NE289JW
- 0.7 miles Beacon Hill School NE289JW (136 pupils)
- 0.8 miles Silverdale School NE280HG (54 pupils)
- 0.9 miles Langdale Community Middle School NE280HG
- 1 mile Senior Tutorial Centre NE287LQ
- 1 mile Wallsend Jubilee Primary School NE289HA (367 pupils)
- 1 mile Denbigh Community Primary School NE280DS (386 pupils)
- 1 mile Central Middle School NE287LQ
- 1 mile Burnside Business and Enterprise College NE287LQ (1286 pupils)
- 1 mile Parkside School NE289HA
- 1 mile Willington First School NE280DS
- 1 mile Willington Middle School NE280PP
Ofsted report transcript
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|
|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
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
| 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.
|Gordon Potter, Lead inspector||Additional Inspector|
|Philip Scott||Additional Inspector|
|Karen Holmes||Additional Inspector|
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
- 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.
|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 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.
|Unique reference number||108595|
|Local authority||North Tyneside|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||363|
|Appropriate authority||The governing body|
|Date of previous school inspection||11 November 2009|
|Telephone number||0191 2007246|
|Fax number||0191 2007247|