Christ The King RC Primary School
phone: 01642 761252
headteacher: Mrs Morita Metcalfe
210 pupils capacity: 135% full
135 boys 48%
150 girls 53%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 446078, Northing: 515594
- GPS coordinates
- Latitude: 54.534, Longitude: -1.2894
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 24, 2012
- Diocese of Middlesbrough
- Region › Const. › Ward
- North East › Stockton South › Stainsby Hill
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Tedder Primary School TS179JP
- 0.1 miles Westlands School TS179RA
- 0.1 miles Tedder Junior School TS179JP
- 0.1 miles Tedder Infant School TS179JP
- 0.1 miles Westlands School TS179RA (98 pupils)
- 0.1 miles Westlands Academy TS179RA
- 0.5 miles Bader Primary School TS170BY (334 pupils)
- 0.5 miles Thornaby Community School TS179DB
- 0.6 miles Thornaby-on-Tees Church of England Voluntary Controlled Primary School TS179DB (359 pupils)
- 0.6 miles Bassleton School TS179DB
- 0.6 miles Thornaby Academy TS179DB (399 pupils)
- 0.7 miles St Patrick's Catholic College TS179DE (514 pupils)
- 0.8 miles The Dene School TS179DF
- 1 mile The Village Primary TS178PW (235 pupils)
- 1 mile Whinstone Primary School TS170RJ (625 pupils)
- 1.1 mile St Clare's RC Primary School TS58RZ (254 pupils)
- 1.2 mile Mandale Junior School TS178AP
- 1.2 mile Mandale Infant School TS178AP
- 1.2 mile Harewood Infant School TS178AP
- 1.2 mile Acklam Whin Primary School TS58SQ (485 pupils)
- 1.2 mile Mandale Mill Primary School TS178AP (257 pupils)
- 1.2 mile Ingleby Manor Free School & Sixth Form TS179LZ
- 1.3 mile St Patrick's Roman Catholic Primary School, Thornaby TS176NE (412 pupils)
- 1.3 mile Acklam Grange School A Specialist Technology College for Maths and Computing TS58PB (1409 pupils)
Christ The King RC Primary
Tedder Avenue, Thornaby, Stockton-on-Tees, Teesside, TS17 9JP
|Inspection dates||6–7 May 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The school benefits from strong leadership by the |
Pupils of all abilities make good progress in their
Teaching is consistently good and is sometimes
Pupils are unfailingly polite and courteous. They
The school’s work to keep pupils safe is
headteacher. She is well supported by the deputy
headteacher and other leaders who all have the
same commitment to improve the school.
learning and the proportion that makes more
progress than is expected is increasing quickly.
outstanding in its impact on learning and
achievement. Teachers have high expectations
and plan interesting lessons that make pupils
want to learn.
are very proud to be members of their school
outstanding. Leaders have developed excellent
systems to make sure that pupils are safe and
secure, both in school and when on visits.
| Pupils enjoy coming to school and attend |
Leaders at all levels monitor teaching and learning
Leaders and governors ensure that the curriculum
Provision in early years is outstanding. Children
punctually. Attendance has improved, so that it is
now above average.
closely and standards have improved as a result.
Governors check on pupils’ progress regularly and
challenge leaders to secure the best outcomes for
provides a broad set of learning experiences. These
promote pupils’ spiritual, moral, social and cultural
development and ensure that pupils are well
prepared for life in modern Britain.
thrive in the caring and safe environment created
by a committed team under the strong leadership of
a dedicated and highly effective leader.
| The school’s improvement plans do not have |
Pupils’ recall of basic number facts is not always
precise enough measures for judging the success
of actions accurately.
strong enough for them to make quick and
| Pupils do not use or apply their mathematical skills |
Marking does not provide pupils with consistently
often enough in their mathematics lessons.
clear advice about how to improve their work.
Information about this inspection
- Inspectors observed teaching and learning across the school. They conducted two lesson observations
jointly with the headteacher and the deputy headteacher. Inspectors also attended an assembly and
observed pupils during break and lunchtimes.
- Inspectors listened to pupils in Years 2 and 6 read. They also observed the teaching of phonics (the
sounds that letters make) and small-group intervention sessions to support pupils’ reading.
- Inspectors held meetings with the Chair and other members of the Governing Body. They also held
meetings with a representative from the local authority, the special educational needs coordinator, the
leader of early years and middle leaders.
- Inspectors met with the school council and pupils from Years 5 and 6, and spoke informally with pupils at
break and lunchtimes.
- Inspectors considered 28 responses to the on-line questionnaire (Parent View) and 25 questionnaires
completed by the staff. Inspectors also talked to parents at the start and end of the school day.
- A wide range of documents was examined, including samples of pupils’ work, information about pupils’
progress, the school’s records of their monitoring of teaching and learning, the school’s development plan
and view of its own performance. They also examined minutes of governing body meetings, local authority
reports, records of poor behaviour and documents relating to safeguarding and child protection.
|Peter Evea, Lead inspector||Additional Inspector|
|Graeme Clarke||Additional Inspector|
|Derek Sleightholme||Additional Inspector|
Information about this school
- This is a slightly larger than average-sized primary school.
- Almost all the pupils are White British and in 2014 none spoke English as an additional language.
- The proportion of pupils who are disabled or who have special educational needs is below average.
- The proportion of disadvantaged pupils who are supported by the pupil premium is broadly in line with the
national average. The pupil premium is additional funding the school receives to support those pupils who
are known to be eligible for free school meals or who are looked after by the local authority.
- Children attend the Nursery class on a part-time basis and the Reception class full time.
- The school meets the government’s current floor standards, which are the minimum expectations for
pupils’ attainment and progress in English and mathematics by the end of Year 6.
What does the school need to do to improve further?
- Strengthen leadership further by ensuring that plans for improvement contain precise measures by which
success can be monitored and evaluated accurately.
- Improve teaching to be outstanding and so raise attainment further, especially in mathematics, by:
making sure that pupils are able to recall basic number facts quickly
providing pupils with clear advice on how to make improvements to their work
ensuring that pupils have more opportunities to use their mathematical skills to solve real-life problems
in their mathematics classes.
|The leadership and management||are good|
- The school is very well led by a deeply committed headteacher, ably supported by an equally effective
deputy headteacher and by other leaders within the school. Together, they have led a determined drive to
continually improve the school.
- The headteacher sets high expectations for the quality of teaching and achievement. These expectations
are shared by other leaders, staff and governors and underpin the improvements in teaching, learning and
pupils’ achievement since the last inspection.
- Pupils are assessed regularly and their progress is checked on rigorously against targets intended to
secure good progress. Staff regularly discuss each pupil’s progress and arrange prompt support for any
who show signs of falling behind.
- Senior and middle leaders, along with the governing body, have an accurate understanding of the school’s
strengths and areas for development based on accurate self-evaluation. The key priorities are included in
the school improvement plan, together with appropriate actions. However, some of these actions lack
precise measures against which leaders can monitor progress and ultimately success accurately.
- The school has developed its preferred approach to assessment to support the new national curriculum
and has implemented it successfully.
- The new curriculum provides pupils with opportunities to study a wide range of topics. There are also
many opportunities to join sports clubs and take part in competitions. Educational visits and residential
trips support classroom learning. Assemblies are used well to promote tolerance and respect for
individuals from all walks of life and prepare pupils very well for life in modern Britain. Pupils have a well
developed sense of right and wrong, behave very well and help to make the school a happy and safe
- Staff appraisal priorities are well thought out by leaders and teachers’ performance is managed tightly.
Their progress against their targets, linked to the school improvement plan, is tracked to ensure continued
improvements in teaching and learning. There is clear capacity in leadership to sustain improvement.
- Middle leaders are an important and effective part of the leadership of the school. They have a good
understanding of the quality of teaching in their subjects through regular monitoring and they check
regularly on pupils’ progress. They use this information effectively to contribute to the school’s self-
evaluation and improvement plans. All staff are united in wanting the best for pupils and leaders make it
possible for the best practice to be shared regularly.
- Leaders use the primary sport funding effectively. Expert tuition from specialist sports coaches is provided
for pupils and teachers benefit from working alongside these coaches. As a result, the quality of teaching
in physical education lessons has improved. Pupils also have increased opportunities to take part in
competitions and festivals and all pupils have regular opportunities to swim.
- Leaders ensure that pupil premium funding is used effectively to support eligible pupils, for example in
providing extra support in small groups or for individuals, and to provide extra resources. As a result,
these pupils make the same good progress as their peers.
- Equality of opportunity is promoted very well. The school is free from discrimination and works hard to
foster good relations.
- Pupils develop a good understanding of British values through a carefully planned programme of activities
and events, and through the curriculum. Pupils mirrored the general election enthusiastically; they are
developing a good understanding of democracy.
- The local authority has provided much appreciated support, especially in helping the school prepare for
the demands of the new curriculum and in providing an additional source of challenge for leaders.
- Safeguarding arrangements meet statutory meet requirements and are highly effective.
- The governance of the school:
The governing body carries out its duties very effectively. Governors are highly skilled and bring a range
of skills to their roles which they use to good effect. They keep up to date though regular training,
including on how to use the school’s latest performance and other data.
Governors have a clear strategic plan for the school. They are committed to achieving high standards in
teaching and learning, and raising achievement for pupils. They are well informed about the quality of
teaching. Their regular visits to the school, together with detailed reports from the headteacher and
other leaders, keep them very well informed of the school’s strengths and areas for development. They
regularly check on the progress of pupils against the challenging targets that are set for them.
The school’s finances are managed prudently. The governing body manages the appraisal of the
headteacher effectively and checks that staff appraisal is conducted properly. Governors link teachers’
pay progression to the effectiveness of teaching. The pupil premium is used prudently; governors can
account for how it is spent and the impact it is having on the achievement of eligible pupils. Governors
see to it that the sport funding is managed well to enhance pupils’ health and physical well-being.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils’ conduct out of lessons is typically of a very high standard. They
are unfailingly polite, very well mannered and courteous. They readily engage in conversations about their
school and are extremely welcoming to visitors. Throughout the school, pupils demonstrate respect and
- Attitudes to learning are good. Pupils are enthusiastic and enjoy their learning. In a very small number of
instances, their enthusiasm spills over and they forget the importance of not calling out and interrupting
others. At times, in some classes, pupils are inclined to relax too much when they have finished their set
- Pupils enjoy coming to school and the vast majority demonstrate a willingness to concentrate and
persevere when work is challenging. When provided with learning that interests and stretches them, they
show very positive attitudes to learning.
- Pupils develop leadership skills through opportunities to sit on the school council, become play leaders or
to act as buddies for younger pupils. They take their responsibilities seriously and carry out their duties
- Attendance has improved so that it is now above average. There are effective systems in place to
encourage regular attendance and the school is quick to follow up any absences.
- The school’s work to keep pupils safe and secure is outstanding. The site is extremely safe and secure.
There are rigorous procedures in place to check on and monitor visitors to the school.
- Pupils engage in a range of learning activities to ensure they understand the risks that they might face
and how to keep themselves safe. E-safety is a priority for the school and during the inspection pupils
thoroughly enjoyed their safe cycling session.
- Pupils say they feel very safe in school and appreciate the lengths adults go to to ensure their safety,
particularly when on visits and at the start and end of the school day. Parents agree that their children
feel very safe.
- Pupils say that bullying is extremely rare. They are very well informed about the different forms bullying
can take and they know what to look for. They are confident that if any occurred, it would be dealt with
swiftly, but are insistent that bullying rarely occurs.
|The quality of teaching||is good|
- Teachers are very knowledgeable, enthusiastic and communicate a love of learning to pupils. They use
detailed knowledge about pupils to plan imaginative and engaging learning activities. Pupils are
responsive, very enthusiastic and work with enjoyment to make good progress.
- Classrooms are vibrant and very well organised places in which pupils learn quickly. Good quality displays
raise expectations and provide helpful learning aids which pupils appreciate and use regularly.
- Teachers use questions skilfully to deepen pupils’ learning, check on pupils’ understanding and assess
their progress in lessons. They use this information to reshape their plans so that pupils are not held back
by misconceptions or misunderstandings.
- Good relations are typical; adults and pupils treat each other with mutual respect. Pupils really appreciate
the lengths teachers go to to help them learn.
- Teachers make good use of opportunities that present themselves to help pupils learn about traditional
British values. During the inspection, they worked with Year 6 pupils to organise a parallel election; adults
and pupils alike were eagerly awaiting the outcome to be announced by the Returning Officer.
- Teaching assistants are skilled and knowledgeable. They are deployed very well to support individuals or
small groups, including the most-able pupils. They have benefited from recent training, for example in
developing reading skills. Pupils, including disabled pupils and those who have special educational needs,
make good progress.
- Reading and writing are taught to a very good standard and pupils are provided with many opportunities
to use their writing skills in other subjects. Pupils read regularly in school and at home, and develop a love
of reading. The teaching of mathematics, while good overall, is not as strong as that of reading and
writing. Not all pupils are able to recall their basic number facts quickly and accurately, and so their ability
to make accurate and quick calculations is affected. In addition, not all pupils use their mathematical skills
to solve meaningful problems in their mathematics lessons often enough.
- Teachers mark pupils’ work regularly. They inform them of where they have been successful and suggest
what pupils need to do next. Pupils respond to these comments by agreeing with them, but do not often
make improvements to their work. This is because the comments do not suggest exactly what pupils need
|The achievement of pupils||is good|
- Pupils make good progress in all year groups, often from skills that are typically below those expected for
their age. Achievement has improved year-on-year.
- Pupils apply their phonic knowledge to their reading and writing accurately. Recent training in phonics and
its application to writing has improved the quality of teaching. Pupils demonstrate good confidence,
knowledge and skill in reading. This is reflected in improvements in the phonics screening check, which
are set to continue.
- In 2014, pupils achieved average standards in reading, writing and mathematics from low starting points.
The school’s assessment information shows clearly that current Year 2 pupils are on track to reach
standards that will be above average.
- In 2014, pupils in Year 6 attained standards in reading, writing and mathematics that demonstrated good
progress in relation to their starting points. This was particularly true of reading and writing. Progress in
mathematics was slower.
- The school’s records indicate that current Year 6 pupils are securely on track to attain standards above
national averages in 2015, with a good number reaching Level 6 in reading, writing and mathematics.
- In 2014, disadvantaged pupils reached the same standards in reading as other pupils nationally. They
were approximately two terms behind in mathematics and three terms behind in writing. When compared
with other pupils in school the gap is broadly two terms behind in mathematics and reading and six terms
behind in writing. Gaps between the two groups are closing.
- Disadvantaged pupils are making more rapid progress than other pupils nationally. Because the progress
of other pupils in the school is also rising at a rate similar to that of the disadvantaged pupils, there still
remains a gap in progress.
- The most-able pupils are supported and challenged very effectively. They make very good progress,
particularly when tasks stretch and challenge them.
- Disabled pupils and those who have special education needs make good progress in relation to their
starting points. This is because their needs are identified accurately and well supported by skilled adults
who know these needs very well.
|The early years provision||is outstanding|
- The early years provision benefits from extremely effective leadership. In a relatively short period of time,
the leader has formed a highly effective team which has the same determination to make early years the
very best it can be. She is aware of the strengths of the provision and has clear plans, shared by all the
team, for how to continue to improve even further.
- Children join the Nursery class with the skills and knowledge that are typically below those expected for
children of their age. They make rapid progress. The proportion of children who reach a good level of
development and are ready for learning in Year 1 has risen year-on-year. The school’s records show quite
clearly that the proportion this year is likely to be significantly above that of 2014.
- The quality of teaching is never less than good and is often outstanding. Adults, including teaching
assistants, operate as key workers and use their detailed knowledge of individuals to plan learning and
activities that not only capture children’s interest but also ensure that they make rapid progress in all
- Behaviour in early years is of a very high order. Children quickly settle into the routines that ensure the
smooth operation of the provision because of the very effective transition arrangements. They become
known very quickly and cared for as individuals, and they flourish in a very caring and nurturing
environment. Children play very well together and show a noticeable care for and about each other.
- Safety is of the highest importance to all concerned. During the day adults are continually vigilant and are
quick to spot potential accidents, nipping them in the bud before they happen. There are very well
thought out procedures for the beginning and end of the school day, and parents agree that early years is
a very safe and secure environment.
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
|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
|Unique reference number||111696|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||294|
|Appropriate authority||The governing body|
|Date of previous school inspection||24 January 2012|
|Telephone number||01642 761252|
|Fax number||01642 761252|