Blue Coat CofE (Aided) Junior School
phone: 0191 3865975
headteacher: Mrs Lynn Scott
240 pupils capacity: 93% full
110 boys 49%
110 girls 49%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 427430, Northing: 544783
- GPS coordinates
- Latitude: 54.797, Longitude: -1.5749
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 14, 2012
- Diocese of Durham
- Region › Const. › Ward
- North East › City of Durham › Framwellgate and Newton Hall
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Durham Newton Hall Infants' School DH15LP (175 pupils)
- 0.2 miles St Godric's Roman Catholic Voluntary Aided Primary School, Durham DH15LZ (208 pupils)
- 0.3 miles Newton Hall Nursery School DH15HW
- 0.4 miles Framwellgate School Durham DH15BQ
- 0.4 miles Framwellgate School Durham DH15BQ (1086 pupils)
- 0.5 miles Framwellgate Moor Junior School DH15BG
- 0.5 miles Framwellgate Moor Infant School DH15BG
- 0.5 miles Finchale Junior School DH15QY
- 0.5 miles Framwellgate Moor Primary School DH15BG (294 pupils)
- 0.6 miles Finchale Infant School DH15XT
- 0.6 miles Finchale Primary School DH15XT (181 pupils)
- 0.7 miles Durham Trinity School & Sports College DH15TS (189 pupils)
- 0.8 miles Dunholme School DH15TS
- 0.8 miles South View School DH15TS
- 0.8 miles New College Durham DH15ES
- 0.8 miles Aykley Heads Centre DH15TS
- 1.1 mile St Leonard's Roman Catholic Voluntary Aided Comprehensive School DH14NG (1379 pupils)
- 1.2 mile Durham Sixth Form Centre DH11SG (944 pupils)
- 1.3 mile Gilesgate Nursery School DH11JJ
- 1.3 mile The Durham Free School DH11HN (36 pupils)
- 1.5 mile Durham Gilesgate Primary School DH11PH (198 pupils)
- 1.5 mile Durham Johnston Comprehensive School DH14SU (1495 pupils)
- 1.5 mile Trouts Lane School DH15RH
- 1.5 mile Durham Gilesgate Infant School DH11PH
Blue Coat CofE (Aided) Junior School
Langley Road, Newton Hall Estate, Durham, DH1 5LP
|Inspection dates||14–15 November 2012|
|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
| Pupils make good progress. Typically, they |
Teaching is good in every class. Lessons are
Pupils behave exceptionally well both in
Pupils feel very safe. They really enjoy school
reach high standards in reading and
mathematics by the end of Year 6.
well organised. Teachers plan together so
that pupils in the same year group make
equally good progress.
lessons and around the school. They are
courteous and friendly. They are very keen to
life. Their attendance is above average.
| Pupils’ spiritual, moral, social and cultural |
The school is well led and managed. School
The leadership of teaching is also good. All
The well-informed governing body plays an
development is a strength. The school has
strong links with the church and with
leaders know exactly what to do to improve
the school further.
staff are involved in checking how well their
pupils are learning.
active role in the school. It checks regularly
how well the school is doing.
| Teaching is not outstanding. This is because |
teachers have a fairly narrow range of
teaching techniques. This limits the extent to
which pupils learn actively and independently.
Teachers’ marking of pupils’ writing is not
always as helpful as it should be and so
pupils tend to repeat mistakes.
| Standards in writing are not as high as they |
are in reading and mathematics.
Information about this inspection
- The inspection team observed 16 lessons or part of lessons taught by eight teachers and one
- The inspectors heard pupils from Years 3 and 6 read. They talked to pupils in Years 4 and 6
about the books they like to read.
- The inspection team looked at pupils’ English and mathematics books to check the standards of
their work and how much progress pupils had made since the start of term. They looked at a
representative sample from each class.
- In addition, the inspectors held meetings with three groups of pupils to discuss behaviour,
safety, the things that help them to learn and the different jobs they do around the school.
- The inspection team held meetings with staff, the senior leadership team, the Chair of the
Governing Body and the vice-chair. The lead inspector had a telephone conversation with a
representative from the local authority.
- The inspectors looked at a range of documentation supplied by the school. This included
information relating to safeguarding, pupils’ progress and the school’s future plans.
- The inspection took account of the 26 parents’ views in the on-line questionnaire (Parent View).
|Lesley Clark, Lead inspector||Additional Inspector|
|John Pattinson||Additional Inspector|
Information about this school
- This school is similar in size to the average-sized primary school.
- Most pupils are White British. A very small minority come from different ethnic groups.
- The proportion of pupils supported at school action is below average.
- An above average proportion of pupils are supported at school action plus or have a statement
of special educational needs.
- The proportion of pupils who are known to be eligible for the pupil premium is below average.
- The school has had three headteachers, including an interim headteacher, in the last three
years. The current headteacher joined the school in January 2011.
- The school has a teacher on exchange from America teaching for one term in Year 4 in place of
a member of the leadership team who is teaching in America in her place.
- The school meets the current government floor standards, which set the minimum expectation
for pupils’ attainment and progress.
What does the school need to do to improve further?
- In order to make teaching outstanding teachers should:
develop a wider range of teaching techniques to involve pupils in working actively and
independently which give them opportunities to make their own decisions and choices
ensure that marking tells pupils how to improve their written work and give pupils enough
time to respond so they learn from their mistakes.
- Raise standards in writing by:
giving pupils in Years 3 and 4 more opportunities to write at length
making sure that pupils in Years 5 and 6 use paragraphs and a wide range of punctuation
enabling pupils to read an extensive range of more challenging books so they develop a wider
vocabulary which they can use in their writing.
|The achievement of pupils||is good|
- Pupils achieve well. They make good progress from their starting points.
- Typically, most Year 6 pupils reach the level expected of their age in reading, writing and
mathematics. Around two thirds of them do better than this in reading and mathematics but only
about a fifth do as well as this in writing.
- Pupils who are known to be eligible for the pupil premium do better than all pupils nationally.
There are no gaps between their learning and that of other pupils. This is because the funding is
used well to give them extra help when they need it.
- Pupils who have statements of special educational needs or who are supported at school action
plus make good and sometimes outstanding progress. They learn really well because they are
given intensive help in lessons. In addition, some pupils have special lessons with the teacher on
their own. These are carefully designed so that tasks are not too hard but not too easy either.
- The school identified that the very small number of pupils supported at school action were not
doing as well as other groups. These pupils now have more help in lessons. As a result, they are
catching up well. The school therefore shows that it promotes equality of opportunity and
tackles discrimination well.
- Pupils read fluently and expressively. Year 6 pupils talked animatedly about the books they enjoy
and discussed in detail why they like them. These are mostly books they read at home.
- Older pupils find the reading scheme books too easy. ‘There’s not enough to get into, they’re too
short,’ pupils explained. ‘We read some shortened classics in school but they are just like the
outline of the story. We’d prefer to read the originals. The words are not modern but you could
use them in your writing to make your writing more interesting.’
- Pupils write neatly and accurately in a range of different genres such as letters and play scripts.
However, comparatively few write as well as they read because their written vocabulary is not
particularly rich and they are not always given time to respond to their teachers’ marking. As a
result, they tend to repeat mistakes.
- Pupils in Years 3 and 4 do quite a lot of exercises, including comprehension questions and
grammar exercises .They do not write freely at length very often. Pupils in Years 5 and 6 do not
always use paragraphs consistently well. They tend to use a limited range of punctuation,
overusing commas and neglecting semi-colons and colons, for instance. As a result, their
sentences sometimes lack variety.
- Pupils make fast progress in mathematics because the work is challenging and fun. They
calculate quickly and accurately and are good at solving mathematical problems. A fifth of Year 6
pupils are working currently at the level expected of secondary school pupils in Years 7 and 8.
|The quality of teaching||is good|
- Lessons are consistently good in every class and several have outstanding elements.
- Teachers have good subject knowledge. They take pains to make lessons interesting and
informative. Lessons are well-paced. Teachers use interactive technology well to make teaching
- Teachers check that pupils understand what they are being taught and deal quickly with any
misconceptions. Lessons follow a consistent pattern which results in pupils working productively.
Pupils make good progress because they build on what they know and understand.
- Teachers generally set more challenging work for more-able pupils. They make sure that those
who struggle have extra help when they need it. In mathematics, the work is just right. It is not
too hard and not too easy and so pupils do really well.
- In the better lessons, teachers use a range of strategies such as paired discussions or working in
groups to involve pupils in their learning. In these lessons, pupils’ learning accelerates because
they learn through making choices and decisions for themselves.
- For example, a group of the most-able mathematicians worked hard together, at speed,
exploring multiples of 12 in large numbers, because the teacher asked pupils to ‘explore the
possibilities’ based on the information they had been given so far.
- Teaching is not outstanding because lessons tend to be over-directed by the teacher, particularly
in writing. This sometimes takes away the excitement of learning through discovery.
Occasionally, it dampens pupils’ curiosity when they have limited times to read extensively or to
pool their ideas.
- Marking in mathematics is very effective because teachers clearly show pupils what they need to
do to improve their work. Pointers as to how pupils should improve their writing are less specific
and not so easy for pupils to act upon.
|The behaviour and safety of pupils||are outstanding|
- Behaviour in lessons is exemplary. Pupils listen intently and work hard to do as well as they
possibly can. This means that they learn quickly and efficiently, without wasting any time. For
example, pupils took notes while watching a video about Victorian schooling which they then
used to help them with their writing.
- Pupils behave exceptionally well around school. Those who have problems managing their
behaviour are given good strategies to help them to cope. As a result, the school is a friendly,
happy, harmonious community.
- Many older pupils have responsible jobs such as office monitors who answer the school
telephone at lunchtimes. School councillors show that they make a difference to what happens
in school. Dinner monitors canvass classmates to find out the most popular food. This is then put
on the menu. Pupils agree that as a result, ‘The food is improving. There’s not much left over
and more people stay to school dinners.’
- Attendance is above average with the majority of pupils attending every day. This is because
they like school. ‘There are really nice people here and always someone to turn to. Buddies are
always there to help you if you feel sad.’
- Pupils feel extremely safe. They are very sure that there is no bullying. They know about
different forms of bullying such as cyber-bullying. They know that some internet sites are not
safe. Equally, they know that adults will help them should they have any concerns.
- Pupils are also very definite that there is no racism and no homophobia. They say, ‘It’s wrong to
say hurtful things.’ The school’s records of behavioural and other incidents confirm pupils’ views.
- Spiritual, moral, social and cultural development is a strength. Pupils respect each other and
have positive attitudes. Strong international links, recognised in the school’s International Award,
develop pupils’ advanced understanding of different cultures and faiths.
|The leadership and management||are good|
- The headteacher provides strong leadership. The senior leadership team now supports her fully
but it is still a little over-dependent on her to initiate and lead changes. Many things have
changed for the better in the last 18 months. As a result, the school is better than it was. It is
continuing to improve at a good rate. The school has good, manageable plans for the future.
- A crucial change was altering the way teachers check pupils’ progress. This now happens twice a
term. Teachers have regular meetings with the headteacher to discuss how well each pupil is
doing. This means that any pupil who is in danger of falling behind is identified very quickly and
given the help they need.
- Teachers are now responsible for the progress their pupils make. The school uses performance
management targets well to ensure that all staff are more accountable. These are linked to
salary progression. Staff say that the system works well for them.
- The leadership of teaching is a strength. All staff are involved in checking how well pupils are
- School leaders regularly check teaching quality. They give staff good pointers to make good
teaching better. Teachers want to improve their practice. For example, they visit other schools to
see different teaching styles and attend different training courses. Teaching is not yet
outstanding because these are recent initiatives which have not yet had time to impact fully on
teaching techniques, especially in English.
- School leaders also promote staff’s professional development well. The impact is seen in pupils’
- As a result of good leadership and management, staffing is much more flexible. It can therefore
be used to target support for specific groups of pupils as and when it is needed. This, too, is
aiding pupils’ good achievement, especially those supported at school action.
- The local authority gives light touch support to this good school.
- The governance of the school:
The governing body is a strength of the school. It has provided stability during periods of
change in the leadership and management of the school. Governors are knowledgeable and
very experienced. They know the right questions to ask to check that the school is doing
everything it should to help every pupils do as well as they can. They ensure that staff and
pupils are safe and that attendance is good.
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||114274|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|School category||Voluntary aided|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||221|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 May 2008|
|Telephone number||0191 386 5975|
|Fax number||0191 386 7813|