School etc

Christ The King RC Primary School

Christ The King RC Primary School
Tedder Avenue

phone: 01642 761252

headteacher: Mrs Morita Metcalfe

reveal email: chri…

school holidays: via Stockton-on-Tees council

284 pupils aged 2—10y mixed gender
210 pupils capacity: 135% full

135 boys 48%

≤ 274a44b64c105y246y157y158y129y1110y13

150 girls 53%

≤ 283y164a34b74c75y246y137y178y209y1810y15

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 %

rooms to rent in Stockton-On-Tees

Schools nearby

  1. 0.1 miles Tedder Primary School TS179JP
  2. 0.1 miles Westlands School TS179RA
  3. 0.1 miles Tedder Junior School TS179JP
  4. 0.1 miles Tedder Infant School TS179JP
  5. 0.1 miles Westlands School TS179RA (98 pupils)
  6. 0.1 miles Westlands Academy TS179RA
  7. 0.5 miles Bader Primary School TS170BY (334 pupils)
  8. 0.5 miles Thornaby Community School TS179DB
  9. 0.6 miles Thornaby-on-Tees Church of England Voluntary Controlled Primary School TS179DB (359 pupils)
  10. 0.6 miles Bassleton School TS179DB
  11. 0.6 miles Thornaby Academy TS179DB (399 pupils)
  12. 0.7 miles St Patrick's Catholic College TS179DE (514 pupils)
  13. 0.8 miles The Dene School TS179DF
  14. 1 mile The Village Primary TS178PW (235 pupils)
  15. 1 mile Whinstone Primary School TS170RJ (625 pupils)
  16. 1.1 mile St Clare's RC Primary School TS58RZ (254 pupils)
  17. 1.2 mile Mandale Junior School TS178AP
  18. 1.2 mile Mandale Infant School TS178AP
  19. 1.2 mile Harewood Infant School TS178AP
  20. 1.2 mile Acklam Whin Primary School TS58SQ (485 pupils)
  21. 1.2 mile Mandale Mill Primary School TS178AP (257 pupils)
  22. 1.2 mile Ingleby Manor Free School & Sixth Form TS179LZ
  23. 1.3 mile St Patrick's Roman Catholic Primary School, Thornaby TS176NE (412 pupils)
  24. 1.3 mile Acklam Grange School A Specialist Technology College for Maths and Computing TS58PB (1409 pupils)

List of schools in Stockton-On-Tees

School report

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
Previous 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
accurate calculations.
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.

Inspection team

Peter Evea, Lead inspector Additional Inspector
Graeme Clarke Additional Inspector
Derek Sleightholme Additional Inspector

Full report

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.

Inspection judgements

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
    to do.
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 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
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 111696
Local authority Stockton-on-Tees
Inspection number 461692

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
Chair Peter Hart
Headteacher Morita Metcalfe
Date of previous school inspection 24 January 2012
Telephone number 01642 761252
Fax number 01642 761252
Email address reveal email: chri…

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