Berwick Hills Primary School
phone: 01642 245598
head teacher: Ms Louise Moore
351 pupils capacity: 102% full
195 boys 54%
165 girls 46%
Last updated: Sept. 5, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 451181, Northing: 518688
- GPS coordinates
- Latitude: 54.561, Longitude: -1.2101
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 11, 2014
- Region › Const. › Ward
- North East › Middlesbrough › Pallister
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- 0.4 miles Pallister Park Primary School TS38PW (495 pupils)
- 0.5 miles St Pius X RC Primary School TS37HD (211 pupils)
- 0.5 miles Ashdale TS43RD (33 pupils)
- 0.6 miles St Alphonsus' RC Primary School TS36PX (216 pupils)
- 0.6 miles Langbaurgh School TS38RD
- 0.6 miles Keldholme School TS38RE
- 0.6 miles Longlands College of Further Education TS42JW
- 0.6 miles Parkwood TS38RD (20 pupils)
- 0.6 miles Unity City Academy TS38RE (668 pupils)
- 0.7 miles Breckon Hill Primary School TS42DS (481 pupils)
- 0.7 miles St Joseph's RC Primary School TS42NT (346 pupils)
- 0.7 miles Corpus Christi RC Primary School TS38NL (288 pupils)
- 0.8 miles Beechwood Junior School TS43AP
- 0.8 miles Beechwood Infant School TS43AP
- 0.8 miles Beech Grove Primary School TS43AP (475 pupils)
- 0.8 miles North Ormesby Primary School TS36LB
- 0.8 miles Brambles Primary School TS39DB
- 0.8 miles St Anthony's RC School TS38PB
- 0.8 miles Beech Grove Primary School (Beechwood Avenue) TS43AP
- 0.8 miles Brambles Primary Academy TS39DB (300 pupils)
- 0.8 miles North Ormesby Primary Academy TS36LB (210 pupils)
- 0.9 miles Park End Primary School TS30AA (479 pupils)
- 0.9 miles Brackenhoe School TS43RX
- 0.9 miles Priory Woods TS39JB
Berwick Hills Primary School
Westerdale Road, Middlesbrough, North Yorkshire, TS3 7QH
|Inspection dates||11–12 February 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|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
| Children have an excellent start in the |
The quality of teaching is good. Teaching
Pupils’ attendance and punctuality has
Nursery and Reception classes. They make
good progress from their starting points
throughout the rest of the school. Pupils’
progress in Key Stage 2 is outstanding in
staff are highly motivated to improve their
improved because of the work by the school.
Attendance is now average and punctuality is
good. Pupils’ behaviour is good. Pupils are
motivated to learn and show high levels of
respect to each other and adults. They are
very proud of their school.
| The school provides a very safe, harmonious |
Strong leadership by the headteacher and
The governing body effectively challenges all
and nurturing environment. The school’s work
to keep pupils safe is outstanding and they feel
extremely safe. The staff ensure that all pupils
are given every opportunity to engage in
school life fully.
deputy headteacher have ensured that
changes are having a positive impact on
improving pupils’ progress and teaching.
Excellent team work and mutual support are
evident across the school.
aspects of the school’s work and provides high
| Pupils’ progress in mathematics is good, but |
not as good as it is in writing. Pupils are not
always confident in applying their skills to
| Teaching is not yet outstanding. Some lessons |
do not sustain pupils’ interest. Marking of
pupils’ work it is not consistent in telling pupils
how to improve.
Information about this inspection
- Inspectors observed 16 lessons. In addition, inspectors made short observations to a number of
lessons where pupils were working in small groups. Inspectors also listened to pupils read and
reviewed their written work.
- Meetings were held with different groups of people involved with the school. These included
pupils, members of the governing body, the headteacher and deputy headteacher, senior
leaders, members of teaching staff and an officer from the local authority.
- The 12 responses to the on-line questionnaire (Parent View) and the school’s surveys for parents
were examined. The school’s website was also reviewed.
- A range of documents including the information on pupils’ achievements, school’s data on pupils’
current progress, documents relating to planning for improvement, procedures for checking the
quality of teaching, documents relating to safeguarding and records relating to behaviour and
attendance was reviewed.
|Barbara Hudson, Lead inspector||Additional Inspector|
|Julia Bayes||Additional Inspector|
|Janice Stephenson||Additional Inspector|
Information about this school
- This school is larger than an average-sized school.
- Most pupils are from White British backgrounds.
- The proportion of pupils supported at school action is above average. The proportion of pupils
supported at school action plus or with a statement for special educational needs is average.
- The proportion of pupils known to be eligible for pupil premium, which provides funding for
children in local authority care, those from service families and those known to be eligible for
free school meals, is well above average.
- The school meets the government’s current floor standards, which are the minimum
expectations for pupils’ attainment and progress.
- Since the last inspection there have been five changes in the teaching staff.
What does the school need to do to improve further?
- Accelerate progress in mathematics even more by:
ensuring the relatively new school’s calculations policy is embedded into the teaching
providing more opportunities for pupils to apply their number skills to solving problems rather
than practising skills for too long
insisting that pupils present their mathematical work to a consistently high standard.
- Improve teaching and the rate of progress pupils make by:
ensuring a more consistent approach to the marking of pupils’ work so that pupils know
exactly what they need to improve, have time to make improvements and use their
improvements in subsequent lessons
ensuring that pupils are not given too long to complete activities so that they lose interest and
the challenge diminishes.
|The achievement of pupils||is good|
- Pupils’ achievement is good because they want to learn, are very well cared for by staff and the
teaching is good.
- Children join the Nursery with skills and abilities that are well below those expected for their
age. They make excellent progress in the Nursery and Reception classes because they are
provided with a wide range of high quality learning experiences. The staff are very adept at
asking pertinent questions at the correct time which enhance the children’s speaking and
listening skills. Social skills move on at a rapid pace because staff frequently demonstrate what
they expect the children to do and learn in a variety of situations. This was evident when a
teacher helped three children to resolve the problem of one too many children playing inside the
Ice Cream Parlour. Children are swiftly introduced to numbers and letters and their sounds
through games and rhymes, so that by the time children start in Year 1 many of their earlier
gaps in skills have been closed.
- As pupils move through Key Stage 1 they make good progress from their starting points. In
2013, standards at the end of Year 2 showed a decline in reading, writing and mathematics. This
was because in that year group there were many more-lower ability pupils and fewer higher-
ability pupils. Evidence from school data and pupils’ work showed that most pupils had made
good progress from their individual starting points. Current attainment in Year 2 shows that
many more pupils are getting closer to and some will exceed the levels expected in reading,
writing and mathematics.
- Pupils in Key Stage 2 make good progress and leave the school with standards that are broadly
average. Pupils’ progress in writing is outstanding and results in the 2013 Year 6 test were
above average and this continues to be the case. This is because the school’s focus on
improving pupils’ writing skills has been successful. Pupils in Key Stage 2 benefit from the focus
within the Early Years Foundation Stage and Key Stage 1 on extending pupils’ speaking skills so
that they can explain their ideas clearly and then produce them in writing.
- Pupils’ progress in mathematics is good, but it is not yet as good as it is in writing. The school is
already working on this with the recent introduction of a new policy on calculations, but this is
not yet fully embedded. In some lessons pupils spend too long practising their mathematical
skills rather than applying them to problem-solving activities. This slows their learning and
reduces their ability to apply their skills to solving problems. In some classes, pupils’
presentation of their mathematical work is not as good as it is in their written work and this
leads to some errors that could easily be avoided.
- Progress in reading has rapidly improved because the strategies put in place are now embedded.
This is especially the case with the teaching of letters and their sounds which enables children in
the Early Years Foundation Stage to make an excellent start to reading. Pupils in Year 1 are
building on the excellent start and the vast majority of pupils are now working at the expected
level. In the 2013 Year 1 screening check for letters and their sounds, achievement was low
because the work the teachers were doing had not had an impact on the results. Predictions are
higher this year. Throughout Key Stage 1 pupils have many opportunities to practise their skills
individually, in groups and with the whole class. Older pupils read widely and with understanding
across the curriculum. The excellent library is used well by pupils to research information and to
read for pleasure. Pupils say they are finding the new reading record booklets very useful and
because of them they are reading much more frequently at home.
- Staff are very vigilant to ensure that all pupils have every opportunity to achieve their very best.
As a result, the progress of the most-able pupils is good overall, although in mathematics some
could move on at a faster rate if they did not spend so much time repeating skills that they had
- The funding from the pupil premium has provided more teachers to support pupils who are
struggling with their reading, writing or mathematical work. It has also provided enhanced
pastoral intervention for those families with particular social and personal needs. As a result,
pupils supported by the funding, including those known to be eligible for free school meals,
make good progress from their starting points. In 2013 tests, these pupils’ attainment was one
term behind that of their peers in school and was the same as for similar groups nationally in
English and mathematics.
- Disabled pupils and those who have special educational needs make good progress from their
starting points. Staff seek the best advice that they can from support services and they use this
to tailor support carefully for individual pupils.
- Equal opportunities are ensured in a variety of ways. For example, the school’s comprehensive
tracking systems monitor pupils’ progress effectively and if a child is falling behind, additional
support is very quickly put in place.
|The quality of teaching||is good|
- The headteacher and deputy headteacher have ensured that improving the quality of teaching is
the main focus of the school. Since the previous inspection, weaker aspects of teaching have
been improved and although teaching is not yet outstanding, there are more examples of
outstanding practice, especially in the Early Years Foundation Stage, Year 6 and in writing.
- Teachers use their good subject knowledge effectively to plan lessons that build on pupils’ skills
and extend their learning. This is better in English than mathematics, but is improving as the
new calculation policy becomes more embedded.
- Information about pupils’ progress is used effectively to set work that meets the needs of
different groups of pupils. Exceptionally good teamwork between teachers and teaching
assistants ensures that all pupils are provided with support when it is most needed. This
increases pupils’ learning.
- Pupils enjoy their learning and most are very eager to do their best. Most listen attentively in
lessons and settle promptly to their tasks and try hard. Expectations of pupils’ work are high in
writing and work is presented exceptionally well. In mathematics, teachers do not always insist
that work is presented neatly and this leads to some pupils making errors.
- Pupils respond very positively to the well-framed questions and instructions from staff. This was
evident in a Year 6 mathematics lesson about area and perimeter. Occasionally, some pupils lose
interest and quietly disengage when the pace of learning slows. This happens when pupils are
given too long to complete activities so that they lose interest and the challenge diminishes. This
happens most often in mathematics lessons when pupils are given too long to complete an
- Pupils make excellent gains in their learning when teachers consistently provide high levels of
challenge throughout the lesson for pupils of all abilities. This was very evident in the Nursery
class when children were learning how to spread jam on to their bread for snack time.
- Marking of pupils’ work is regular, with some examples of very specific feedback that helps
pupils to improve further. This is not consistent throughout the school. Too often pupils are not
given the time to respond to the written comments and they do not follow the advice provided in
- Parents feel that their children are taught well and are supported very well so that they can
make good progress.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils have a very clear understanding of the rewards and
consequences of their behaviour. As one pupil said, ‘We just behave well because we know that
it is expected.’
- Pupils thoroughly enjoy their school life and are very respectful and show great care for each
other and adults. They work and play co-operatively in lessons, playtimes and lunchtimes. Pupils’
spiritual, moral, social and cultural development is promoted very well in all aspects of school
- Their attendance is average. The vast majority of pupils are punctual. Attendance has improved
year on year due to the rigorous systems in place to ensure that pupils and their parents are
aware of the importance of coming to school and on time.
- The school’s work to keep pupils safe and secure is outstanding. Pupils feel exceedingly safe in
school and are aware of how to keep safe outside school. They are confident that if bullying
should occur, the staff would quickly ensure that this was resolved.
- Staff provide outstanding support and care for all pupils. Procedures to safeguard and care for
all pupils are followed effectively in school. Praise from staff is abundant so that pupils feel good
about themselves and want to learn. Staff are particularly good at listening to pupils’ concerns
and helping them to resolve their problems. Pupils are also very confident that if they have a
problem they can talk to a member of staff who will do their best to help.
- Most pupils are eager to learn and have pride in their work. There are, however, a small minority
of pupils who quietly disengage when they are given too long to think of an answer or to
complete a task. Some pupils do not automatically present their mathematical work as well as
they can, because some teachers do not insist on high quality presentation.
- All parents say that their children are very happy and safe in school and the vast majority feel
that pupils are well behaved. Inspectors agree staff create a culture where pupils can flourish
and enjoy learning.
|The leadership and management||are good|
- The headteacher and deputy headteacher are a very strong team. They are insightful, yet highly
supportive of the staff. They quickly seek resolutions to a problem and have the tenacity to
follow through areas for improvement. An excellent example of this is the improvement in
teaching through effective evaluations and follow up, using expertise within the school, from
outside providers and giving support for individual staff where required. Since the last
inspection, they have ensured that teaching is consistently good and an increasing amount is
outstanding, particularly in writing.
- Senior leaders make good use of information about pupils’ progress and have an accurate
understanding of what the school does well and how it can improve. Priorities are accurate and
the changes made are continuing to have a positive impact on pupils’ achievements. Some
aspects, such as the new approach to teaching letters and sounds are not yet showing an impact
on results of national assessments in Year 1, although there are signs of current improvement.
- The headteacher and deputy headteacher are highly skilful at developing staff. This is evident in
the development of the senior and middle leadership teams and ensuring that people are
accountable for their responsibilities. Their work has had a positive impact on the accuracy of
assessment within the school and on pupils’ progress in all subject areas.
- Very thorough procedures to check the quality of teaching and pupils’ achievements are in place.
Staff value the high quality feedback from lesson observations and scrutiny of pupils’ work and
only a few aspects, mainly in mathematics, remain needing attention. This information about
teaching together with pupil progress meetings ensures that leaders are well placed to tackle
variations in performance. This information is used extremely effectively to check how well staff
are performing and progress is linked to salary increases.
- The curriculum very effectively promotes pupils’ achievements and their personal development.
The wide range of events that occur during a school year motivates pupils to learn. Examples
include pupils’ work with the National Gallery, visits to the theatre and Year 6’s involvement in
acting part of Shakespeare’s The Tempest. The school provides pupils with a wide range of
sporting and creative activities, including educational visits and residential visits, such as a
recent visit to London.
- The new primary school sport funding is used effectively to increase teachers’ skills and to
provide more opportunities for pupils to partake in physical activities within the school day and
support a wide range of after-school clubs. In these sessions, pupils are encouraged to enjoy the
activity, understand why physical activity is beneficial to their health and develop their interests
- School leaders and governors value the effective support provided by the local authority. They
feel that the officers in the authority listen to their requests and provide good support. Staff
value the range of well-targeted training opportunities offered by local authority.
- The school has good relationships with parents and works very hard to reach all parents. The
recent and on-going project Families and Schools Together has proved highly successful. The
inclusion of some staff, including administrative staff, in the training has provided even more
opportunities for parents to feel more comfortable talking to a member of staff. The parent
support advisor is highly effective at relating to parents and keeping them in touch with activities
- The vast majority of parents feel that the school is led and managed well.
- The governance of the school:
The governing body has an in-depth understanding of strengths and where the school needs
to improve. Governors are challenging, yet supportive of the staff, and have the skills and
expertise to hold leaders to account. They actively seek knowledge through reviewing data,
asking pertinent questions and seeking additional advice through attending courses. Meetings
focus on evaluating improvements in teaching and pupils’ standards and progress over the
years. Governors use this information well to review the performance of and pay progression
of staff. They have a clear understanding of the school’s finances, including pupil-premium
funding and the primary school sport funding. Governors check that this spending benefits the
pupils. They ensure that safeguarding arrangements meet the statutory requirements.
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||111626|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||357|
|Appropriate authority||The governing body|
|Date of previous school inspection||21 June 2011|
|Telephone number||01642 245598|
|Fax number||01642 245604|