School etc

Colegate Community Primary School

Colegate Community Primary School
Colegate West
Leam Lane Estate
Tyne and Wear

phone: 0191 4206626

headteacher: Mr M. P. Younger

school holidays: via Gateshead council

269 pupils aged 2—10y mixed gender
315 pupils capacity: 85% full

140 boys 52%

≤ 263y184a44c75y136y167y178y229y1910y18

125 girls 46%

≤ 274b34c75y96y157y158y179y2110y18

Last updated: July 9, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 428623, Northing: 561093
GPS coordinates
Latitude: 54.944, Longitude: -1.5547
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 16, 2013
Region › Const. › Ward
North East › Jarrow › Pelaw and Heworth
Urban > 10k - less sparse
Free school meals %

rooms to rent in Gateshead

Schools nearby

  1. Colegate Junior School NE109AH
  2. Colegate Infant School NE109AH
  3. 0.3 miles St Augustine's Roman Catholic Voluntary Aided Primary School NE108PP (357 pupils)
  4. 0.3 miles Heworth Grange Comprehensive School NE100PT (1123 pupils)
  5. 0.3 miles The Thomas Hepburn Community Comprehensive School NE109UZ
  6. 0.3 miles Thomas Hepburn Community Academy NE109UZ (594 pupils)
  7. 0.4 miles The Drive Community Primary School NE100PY (206 pupils)
  8. 0.5 miles Windy Nook Primary School NE109BD (343 pupils)
  9. 0.5 miles Windy Nook Junior School NE109BD
  10. 0.5 miles Windy Nook Infant School NE109BD
  11. 0.6 miles Lingey House Primary School NE108DN (401 pupils)
  12. 0.6 miles St John the Baptist Roman Catholic Primary School NE109PQ
  13. 0.6 miles Ateres Girls High School NE109PQ (126 pupils)
  14. 0.7 miles Wardley Primary School NE108TX (315 pupils)
  15. 0.7 miles Roman Road Primary School NE108SA (172 pupils)
  16. 0.7 miles Roman Road Junior School NE108SA
  17. 0.7 miles Roman Road Infant School NE108SA
  18. 0.8 miles Hewburn School NE108LT
  19. 0.8 miles Furrowfield School NE109RZ (73 pupils)
  20. 0.8 miles Hill Top School NE108LT (113 pupils)
  21. 0.8 miles The Gateshead Cheder Primary School NE109NJ (113 pupils)
  22. 0.9 miles Falla Park Community Primary School NE109HP (241 pupils)
  23. 0.9 miles Brandling Primary School NE100JB (110 pupils)
  24. 0.9 miles White Mere Community Primary School NE108BA (176 pupils)

List of schools in Gateshead

School report

Colegate Community

Primary School

Colegate West, Leam Lane Estate, Felling, Gateshead, Tyne and Wear, NE10 9AH

Inspection dates 16–17 January 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Since the previous inspection, achievement,
Improvement is a result of the thorough
Pupils make good progress throughout the
teaching, behaviour and safety, and
leadership and management have all
improved as a result of the strong leadership
from the headteacher supported by other
leaders, managers and the governing body.
knowledge of what is happening in
classrooms and the extra help given to those
who need it. Pupils who have special
educational needs are supported well.
school and achieve well. From a well below
average starting point, they reach standards
that are similar to national levels.
Teaching is good and is sometimes
Behaviour is a real strength of the school.
Pupils say they feel safe and teachers and
outstanding. It is particularly strong in the
Early Years Foundation Stage and in Years 5
and 6.
Around the school, pupils are unfailingly
courteous and polite and are very proud of
their school. They enjoy learning and always
try hard to do their best.
parents agree that this is a safe school.
There is not enough outstanding teaching
In some lessons, some teaching assistants
across the school.
give pupils too much help, which means that
those pupils do not learn as much as they
In a few lessons in Key Stages 1 and 2,
In some lessons, pupils do not have enough
planning does not always meet the more-able
pupils’ needs. This sometimes results in work
that is too easy for some pupils so they do not
make as much progress as they should.
opportunities to find things out for themselves.

Information about this inspection

  • Inspectors observed 19 lessons, one of which was a joint observation with a senior member of
    staff. Inspectors also heard pupils read in Years 2 and 6.
  • Inspectors spoke to groups of pupils and to parents as they met their children at the end of the
    school day. They took account of four responses to the on-line questionnaire (Parent View) and
    also to 25 questionnaires completed by the staff.
  • They held meetings with two groups of pupils including members of the school council, two
    members of the governing body and a representative of the local authority. They also had
    discussions with senior leaders including the special educational needs coordinator and the
    leader of the Early Years Foundation Stage.
  • They observed the school at work and looked at a range of documentation, including internal
    and external data relating to pupils’ progress, pupils’ workbooks, school improvement planning
    and the school’s procedures for gaining an accurate view of its own performance. They also
    considered reports written by the local authority, minutes of governing body meetings and
    safeguarding and child protection documentation.

Inspection team

Peter Evea, Lead inspector Additional Inspector
Patrick Hargreaves Additional Inspector
Barbara Waugh Additional Inspector

Full report

Information about this school

  • This is a larger than average sized primary school.
  • The proportion of pupils supported by the pupil premium, which provides additional funding for
    pupils known to be eligible for free school meals or who are looked after by the local authority
    and pupils from service families is well above average.
  • The majority of pupils are White British and there are few who speak English as an additional
  • The proportion of pupils supported through school action is above average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is below average.
  • The school meets the government’s current floor standards which set the minimum expectations
    for pupils’ attainment and progress in English and mathematics).
  • Colegate Community Primary School is a nationally-accredited Healthy School and holds the
    Activemark Gold award.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching by:
    making sure the challenge for the more-able pupils is consistently good in Key Stages 1 and 2
    ensuring pupils have enough opportunities to find things out for themselves
    extending across the school the sharing of exemplary practice in the classroom

developing further the skills of teaching assistants so that they help pupils to make faster


Inspection judgements

The achievement of pupils is good
  • Most children start school with skills which are well below those typical for their age, particularly
    their communication and language skills and their personal, social and emotional development.
    They make good progress in the Nursery and Reception classes and reach just below average
    standards by the time they enter Year 1. Children make a good start in recognising the sounds
    that letters make.
  • Good progress continues across Key Stage 1 where pupils continue to develop their skills in
    reading and writing as they use their increasing knowledge of phonics (letters and sounds). They
    accurately sound out unfamiliar words and understand and enjoy what they read. They also
    develop their mathematical skills.
  • Most pupils make good progress in English and mathematics in Key Stage 2. Since the previous
    inspection, attainment at the end of Year 6 has improved and is now just below national
  • Pupils known to be eligible for free school meals make more progress in Key Stage 2 than those
    who are not eligible.
  • Some of the more-able pupils do not make as much progress as they should because the work
    planned is sometimes too easy for them and because some teaching assistants give pupils too
    much help.
  • Pupils extend their learning well through the skilful use of computers. For example, when a Year
    6 class used laptops for research and a visualiser for peer assessment, they could give each
    other advice about how to improve their writing before it was finished.
  • Pupils’ attainment in writing has improved because pupils have good opportunities to use their
    skills in other subjects, such as during their learning about volcanoes in Year 4.
  • Pupils who are entitled to support through the pupil premium make better progress than other
    groups in English and mathematics as a result of the support put in place for them. Disabled
    pupils and those with special educational needs make similar progress to other pupils as a result
    of the appropriate support they receive.
  • Pupils supported through school action do not make as much progress as others. The school
    identifies some pupils who have made only slow progress as having a special educational need
    when there are other reasons why they have fallen behind. Pupils correctly identified as needing
    support through school action make progress that is similar to those who do not.
The quality of teaching is good
  • Teaching is good and sometimes outstanding.
  • The rigorous tracking and monitoring of pupils’ progress across the school means that teachers
    have enough accurate information to plan well for the learning of different groups. However,
    they do not always provide enough challenge for some of the more-able pupils and this slows
    their learning.
  • Teachers question pupils well and use the information gathered to inform their planning.
  • Assessment is accurate, especially in the Early Years Foundation Stage where it is based on
    astute observations of children.
  • Most teaching assistants are deployed well and they are well informed about the needs of
    particular pupils and so can purposefully intervene to support learning. Where less effective,
    some teaching assistants provide too much support and pupils become dependent on their help
    which slows their progress.
  • Teachers use resources well and pupils enjoy using information and communication technology
    (ICT), for example, to find out about Chembakoli, a village in India, in order to write a non-
    chronological report. They were then encouraged to use ICT to share their work with others so
    that it could be improved.
  • However, teachers do not consistently plan opportunities for pupils to find things out for
    themselves and this inhibits the development of their independent learning at times.
  • Teachers’ strong subject knowledge in English and mathematics gives pupils confidence that
    they will be able to make progress in their learning. In a Year 1 class, for instance, pupils tackled
    problems in counting the difference between numbers with enthusiasm and accuracy.
  • In most activities, learning is well matched to pupils’ needs as, for example, in a mixed Year 5/6
    lesson where pupils were challenged to simplify fractions. A group of less-able pupils were able
    to take part in the main learning because of the support provided.
  • In most lessons, time is used well. Teachers make sure that the rate of learning is brisk.
  • Teachers establish very strong working relationships with pupils. A typical comment from pupils
    was, ‘Teachers really help you to learn and make it fun.’
The behaviour and safety of pupils are outstanding
  • In lessons and around the school, pupils are unfailingly polite and friendly. They talk about how
    well they get on together.
  • Pupils show very positive attitudes, are eager to learn and keen to cooperate. Behaviour is
    almost always impeccable and this allows pupils to learn well. For example, in the Reception
    class, inspectors observed children organising their own learning and helping each other. In a
    Year 5/6 lesson, groups of pupils were adept at learning together and used the teacher as a last
    resort when help was needed.
  • At lunchtimes, pupils are very well mannered, polite and provide excellent company. They are a
    ready source of information about their school, of which they are very proud.
  • Pupils readily take on roles of responsibility, such as buddies and monitors, and take these very
  • Pupils have led the successful development and running of the ‘book- lending library’ which is
    growing rapidly.
  • They are highly aware of how to keep safe and very clearly say they feel safe in school. They
    show a good knowledge of e-safety.
  • Pupils say that bullying in any form is rare and if it happened it would be quickly dealt with.
    Parents and staff agree. There have been no recent exclusions and no recorded racist incidents.
  • Attendance is above average and has improved. There is little persistent absenteeism because
    the school leaders are tenacious in tackling any.
  • Pupils’ spiritual, moral, social and cultural development is promoted well. Pupils are involved in
    creating their code of behaviour. They have a good understanding of cultures and religions
    which are different from their own. The importance of respect is modelled and reinforced by all
    adults and is seen in the excellent ways that pupils treat each other.
  • Pupils benefit from a rich curriculum and a wide range of after-school clubs and sports activities.
    These contribute to the very high standards of behaviour because many pupils are very
    interested in what they are doing and appreciate the opportunities they are given.
The leadership and management are good
  • The staff are a unified and highly motivated team. They are led by a determined and highly
    effective headteacher who is, in turn, supported by an equally effective leadership team.
  • There is some exemplary teaching but this is not routinely shared across the whole school staff.
  • Staff have access to a range of appropriate professional development and, as a result, teaching
    continues to improve.
  • Expectations are high and the clear vision shown by the headteacher is shared by staff and
  • Middle leaders are assuming greater responsibility for school improvement and their ability to
    lead has improved since the last inspection. Teachers at all levels now make suggestions about
    how the school could improve further.
  • Rigorous tracking identifies gaps in pupils’ achievement and so it is rare for pupils to fall behind.
    If any do, staff take prompt steps to make up the difference.
  • Strategies to check on the performance of the school, such as the frequent observation of
    lessons, are very effective. This has led to the improvement in teaching and achievement since
    the last inspection, which indicates a strong capacity to improve further.
  • All staff promote equality of opportunity and all pupils have equal access to the different after-
    school clubs and activities.
  • Safeguarding and child protection policies and practice meet current requirements.
  • The local authority now provides light touch support which is valued by the school.
  • The governance of the school:
    Governors are ambitious for the achievement of all pupils and taking a long-term approach to
    planning improvement. They are well informed about the quality of teaching and what the
    information provided by the school is telling them. Governors regularly challenge the senior
    leadership team in relation to the targets that have been set. They are familiar with national
    Teacher Standards and use these to help manage teachers’ performance. They aspire for the
    school to become outstanding and are actively involved in supporting the school in its
    improvement. The governing body oversees the arrangements for the spending of pupil
    premium funding and is aware of the impact of this spending on pupils’ achievement.

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 108375
Local authority Gateshead
Inspection number 405164

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 263
Appropriate authority The governing body
Chair David Napier
Headteacher Matthew Younger
Date of previous school inspection 3 November 2010
Telephone number 0191 420 6626
Fax number 0191 420 6616
Email address reveal email: cole…


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