School etc

Berwick Hills Primary School

Berwick Hills Primary School
Westerdale Road

phone: 01642 245598

head teacher: Ms Louise Moore

school holidays: via Middlesbrough council

359 pupils aged 2—10y mixed gender
351 pupils capacity: 102% full

195 boys 54%

≤ 273y224a44b34c95y336y247y228y199y2310y27

165 girls 46%

≤ 263y174a114b84c75y126y237y238y239y2110y15

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

rooms to rent in Middlesbrough

Schools nearby

  1. 0.4 miles Pallister Park Primary School TS38PW (495 pupils)
  2. 0.5 miles St Pius X RC Primary School TS37HD (211 pupils)
  3. 0.5 miles Ashdale TS43RD (33 pupils)
  4. 0.6 miles St Alphonsus' RC Primary School TS36PX (216 pupils)
  5. 0.6 miles Langbaurgh School TS38RD
  6. 0.6 miles Keldholme School TS38RE
  7. 0.6 miles Longlands College of Further Education TS42JW
  8. 0.6 miles Parkwood TS38RD (20 pupils)
  9. 0.6 miles Unity City Academy TS38RE (668 pupils)
  10. 0.7 miles Breckon Hill Primary School TS42DS (481 pupils)
  11. 0.7 miles St Joseph's RC Primary School TS42NT (346 pupils)
  12. 0.7 miles Corpus Christi RC Primary School TS38NL (288 pupils)
  13. 0.8 miles Beechwood Junior School TS43AP
  14. 0.8 miles Beechwood Infant School TS43AP
  15. 0.8 miles Beech Grove Primary School TS43AP (475 pupils)
  16. 0.8 miles North Ormesby Primary School TS36LB
  17. 0.8 miles Brambles Primary School TS39DB
  18. 0.8 miles St Anthony's RC School TS38PB
  19. 0.8 miles Beech Grove Primary School (Beechwood Avenue) TS43AP
  20. 0.8 miles Brambles Primary Academy TS39DB (300 pupils)
  21. 0.8 miles North Ormesby Primary Academy TS36LB (210 pupils)
  22. 0.9 miles Park End Primary School TS30AA (479 pupils)
  23. 0.9 miles Brackenhoe School TS43RX
  24. 0.9 miles Priory Woods TS39JB

List of schools in Middlesbrough

School report

Berwick Hills Primary School

Westerdale Road, Middlesbrough, North Yorkshire, TS3 7QH

Inspection dates 11–12 February 2014
Overall effectiveness This inspection: Good 2
Previous 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
skills continually.
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
quality support.
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
solve problems.
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.

Inspection team

Barbara Hudson, Lead inspector Additional Inspector
Julia Bayes Additional Inspector
Janice Stephenson Additional Inspector

Full report

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.

Inspection judgements

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
    subsequent lessons.
  • 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
    and potential.
  • 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
    in school.
  • 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 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 111626
Local authority Middlesbrough
Inspection number 440808

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
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 357
Appropriate authority The governing body
Chair Ray Holland
Headteacher Louise Moore
Date of previous school inspection 21 June 2011
Telephone number 01642 245598
Fax number 01642 245604
Email address reveal email: berw…


print / save trees, print less