Denbigh Community Primary School
Tyne and Wear
phone: 0191 2622509
headteacher: Mr G Dignan
420 pupils capacity: 92% full
210 boys 54%
180 girls 47%
Last updated: June 19, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 432274, Northing: 567400
- GPS coordinates
- Latitude: 55, Longitude: -1.497
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 10, 2013
- Region › Const. › Ward
- North East › North Tyneside › Howdon
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- The North Tyneside Learning Trust
- Willington First School NE280DS
- 0.1 miles Willington Middle School NE280PP
- 0.2 miles Bewicke First School NE280AL
- 0.3 miles Stephenson Memorial Primary School NE280AG (407 pupils)
- 0.4 miles Langdale Community Middle School NE280HG
- 0.5 miles Holy Cross Roman Catholic Primary School Aided NE280EP (242 pupils)
- 0.5 miles Churchill Community College NE287TN (734 pupils)
- 0.5 miles Stephenson Memorial Middle School NE280JQ
- 0.5 miles Silverdale School NE280HG (54 pupils)
- 0.7 miles North Tyneside College NE289NJ
- 0.8 miles Wallsend St Peter's CofE Aided Primary School NE286PY (226 pupils)
- 0.8 miles Tyne Metropolitan College NE289NL
- 0.9 miles Percy Main Primary School NE296JA (225 pupils)
- 1 mile North Shields Nursery School NE296HS
- 1 mile Battle Hill Nursery School NE289DH
- 1 mile Senior Tutorial Centre NE287LQ
- 1 mile Battle Hill Primary School NE289DH (378 pupils)
- 1 mile Percy St John's CofE Aided Primary School NE296HS
- 1 mile Norham High School NE297BU (427 pupils)
- 1 mile Central Middle School NE287LQ
- 1 mile Burnside Business and Enterprise College NE287LQ (1286 pupils)
- 1.2 mile Richardson Dees Primary School NE287RT (245 pupils)
- 1.2 mile Hadrian Park First School NE289RT
- 1.2 mile Collingwood Primary School NE297JQ (360 pupils)
Denbigh Community Primary
Denbigh Avenue, Howden, Wallsend, Tyne and Wear
|Inspection dates||10–11 October 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The school has improved at a very rapid rate |
Pupils achieve very well, making rapid
The quality of teaching is often outstanding
since the previous inspection. It provides all
pupils with a very high quality education,
which they really enjoy.
progress from low, and often very low,
starting points, to reach standards of
attainment that are now above average,
especially in reading and mathematics.
Standards in writing, while above average,
are not as high.
and never less than good. Teachers plan
interesting tasks which make pupils eager to
learn and which help them to progress
quickly. However, pupils do not have enough
first-hand experiences to write about and do
not always know what successful writing
| Pupils’ behaviour is exemplary. They are |
Pupils say that bullying is now very rare and
Leaders and managers, including the governing
Leaders at all levels show a very clear
always very polite and welcoming and are very
proud of their school.
that they feel very safe in school. Parents
agree with this view. Pupils are very well cared
for throughout the school.
body, are extremely effective. They have
improved the achievement, quality of teaching
and the behaviour and safety of the pupils so
that all are now outstanding.
commitment and determination to continue to
improve teaching and pupils’ achievement.
Information about this inspection
- Inspectors observed 17 lessons, three of which were joint observations with the headteacher
and deputy headteacher.
- Meetings were held with two groups of pupils: one from Year 6 and one from the school council.
They also held meetings with the Chair of the Governing Body, other governors, school staff with
leadership responsibilities and a representative from the local authority.
- Inspectors took account of 12 responses to the on-line questionnaire (Parent View), 15
responses to the staff questionnaire, and letters written by parents to the inspectors.
- Inspectors observed the school at work and looked at a range of documents, including internal
and external information relating to pupils’ progress, their workbooks and folders, 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, documents relating to
the management of teachers’ performance, safeguarding and child-protection documents.
|Peter Evea, Lead inspector||Additional Inspector|
|Julia Bayes||Additional Inspector|
|Barbara Waugh||Additional Inspector|
Information about this school
- This is a larger than average-sized primary school.
- The proportion of pupils supported through school action is below average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is above average.
- The proportion of pupils supported by the pupil premium is much larger than average and makes
up almost half the pupils in the school. The pupil premium is additional funding for those pupils
who are known to be eligible for free school meals, children from service families and those
children who are looked after by the local authority.
- The school meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- Since the previous inspection, the school has been through a period of significant change,
including at senior level and other staffing changes. The school was supported for four terms by
a national leader of education before the current headteacher took up post.
What does the school need to do to improve further?
- Further raise pupils’ attainment in writing by:
providing pupils with a greater range of exciting first-hand experiences to write about
making sure that pupils are always clear about what successful writing looks like.
|The achievement of pupils||is outstanding|
- Children join the school in the Early Years Foundation Stage with skills and knowledge that are
below and, for a significant proportion, often well below those typical for children of their age.
They make rapid progress in their knowledge, understanding and skills so that by the end of Key
Stage 2, they reach standards in English and mathematics that are above average.
- Children in the Early Years Foundation Stage get off to an excellent start, as a result of the
caring environment, very good teaching and the detailed knowledge all the adults have of
individual children’s needs. As a result, they make very good progress from their below and
often well below starting points.
- Programmes to develop pupils’ reading help younger ones make a very rapid start to learning to
read. Year 2 pupils read accurately and can decode new and difficult words with confidence. This
very good start is built on as they move through the school so that by the end of Year 6 pupils
read very well.
- Pupils’ mathematical skills and understanding are outstanding. By Years 5 and 6, pupils choose
and use appropriate strategies to solve complex problems.
- Pupils write with imagination and use their developing skills in their topic work and can adapt
their writing style to suit a range of audiences and purposes. Nevertheless, pupils are provided
with few first-hand experiences to write about and do not always show a clear understanding of
what successful writing looks like.
- The school’s own data show that, in 2013, pupils throughout the school had made excellent
progress and that pupils in Year 6 attained standards that were above average in reading and
mathematics. Their performance in writing, while also above average, was not as strong.
- The progress of disabled pupils and those with special educational needs is very closely checked
and regularly reviewed. Carefully planned support, which closely matches individual pupil’s
needs, makes sure that these pupils make progress that is similar to that of other pupils.
- The progress and attainment of pupils who are eligible for free school meals and supported by
pupil premium funding achieve very well. School data shows that there are no gaps in
attainment in English and in mathematics between these pupils and others in the school. This is
because of the excellent quality of the extra help provided for them, such as learning in smaller
- The most-able pupils make similar excellent progress to reach standards that are above average,
with standards in reading and in mathematics being higher than the standard reached in writing.
- Equality of opportunity is central to the school’s work and the school is very successful in
removing any barriers to learning so that there are no differences in the achievement of different
groups of pupils in the school.
|The quality of teaching||is outstanding|
- The quality of teaching is never less than good and is often outstanding in the impact it has on
pupils’ attainment and progress over time. The school’s own records and other evidence
gathered during the inspection shows that consistently high quality teaching is the norm.
- Teachers plan very interesting and stimulating lessons, which give pupils opportunities to make
very rapid progress. In a Year 5 lesson, pupils enthusiastically used a range of nautical artefacts
as they explored ways to create impact in fiction writing.
- Adults and pupils have very positive relationships and the well-established classroom routines
mean that lessons proceed without interruption and no time is lost for learning. As one pupil
said, ‘teachers make it fun to learn’.
- Teaching assistants play a very important role in helping some pupils to learn. They have a very
detailed knowledge of what individual pupils need in order to learn. They use this information
extremely well and intervene very effectively to help pupils overcome any difficulties which might
slow their learning.
- The teaching of mathematics is consistently strong. In a Year 6 lesson, for example, pupils
eagerly rose to the challenge of solving very complex problems as they helped Simon Cowell
open his safe.
- Pupils read widely and often and say that they enjoy reading; both in school and at home. The
provision of information and communication technology to help to support learning has had a
significant impact on how often pupils read.
- Teachers mark pupils’ work very consistently and always provide pupils with suggestions how to
make improvements to their work. Pupils consistently respond to these suggestions and this
helps them to avoid making similar mistakes in the future.
- Teachers have very high expectations of what pupils are capable of and pupils are challenged to
achieve as well as they can.
- Pupils write for a range of audiences and purposes. However, they do not always have enough
exciting, first-hand experiences to write about and do not always have a clear picture of what
successful writing looks like.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is exemplary both in and out of class and also when on visits. They are
unfailingly courteous and polite and welcome visitors warmly. They are proud of their school and
eager to talk about it.
- Pupils are enthusiastic learners and make an exceptional contribution to their own learning. They
listen carefully to their teachers, participate fully in lessons and show a genuine enthusiasm for
learning. As a result, lessons proceed without any interruptions and the school is always calm
- Staff have extremely high expectations of behaviour. All adults set excellent examples for pupils
to follow. Older pupils provide first class role models for younger pupils.
- Pupils are enthusiastic about contributing to all aspects of school life. Pupils take on roles of
responsibility such as being prefects or acting as buddies to help younger pupils. They take
these responsibilities very seriously and are conscientious in carrying out their duties.
- Pupils feel very safe in school. They say that bullying is very rare and they know about different
forms of bullying. They know how to keep themselves safe, especially when using the internet.
- Attendance is above average and has improved as a result of the school’s thorough systems for
checking on, and following up, any absences. Pupils are eager to come to school even when not
feeling their best.
- Pupils have a wide range of after-school and lunchtime clubs and activities which they
appreciate. The school is using some of its Primary School Sport funding to make the teaching of
physical education more effective and this, together with the popular sports activities, is having
a positive impact on pupils’ physical well-being. Pupils enjoy their physical education lessons and
participation in sport out of lessons is high.
|The leadership and management||are outstanding|
- The inspirational headteacher, supported by leaders at all levels, has skilfully guided the school
through a very unsettled period of staffing turbulence with great determination. Senior leaders
know the school well and provide excellent leadership and management. They, together with the
governing body, and with the full support of all the staff, demonstrate a passion and
commitment for further improvement with a determination to continue to improve teaching and
pupils’ achievement still further. They are not complacent and continue to strive for excellence.
- The recent improvements in checking pupils’ progress throughout the school are highly effective.
Pupils who are at risk of falling behind are very quickly identified and given extra help
individually or in small groups in order to help them to catch up.
- Rigorous, regular systems and procedures for checking on the quality of teaching and learning
provide accurate information about teachers’ performance to make sure that teaching continues
to improve. This information is used exceptionally well to identify and share best practice across
all areas, and to advise the governing body about teachers’ pay awards.
- The curriculum has been successfully developed to make sure that it meets the needs of all the
pupils. Boys in particular enjoy the All at Sea and the Rotten Romans topics.
- The development of pupils’ spiritual, moral, social and cultural development is important to the
school and, as a result, pupils’ personal development is highly effective. Pupils develop into
confident, very independent, inquisitive and eager learners who, by the time they leave Year 6
are more than ready for the next stage in their education.
- Safeguarding and child-protection policies and practice meet current requirements.
- The local authority has provided much appreciated support in the past but feels that it can now
significantly reduce the level of support it provides.
- The governance of the school:
The school benefits from a highly effective and very determined governing body that knows
the school very well. Governors bring a great deal of experience and a wide range of skills
which they use to great effect. However, where there are gaps in their skills they make sure
that they receive training to help them carry out their roles. Governors monitor the school’s
performance rigorously and systematically and ask challenging questions to promote further
development. Governors are highly ambitious for the achievement and welfare of the pupils
and make sure that they are well-informed about all aspects of school life, in particular about
the quality of teaching and information about pupils’ achievement. Governors are familiar with
Teachers’ Standards and use them to help manage teachers’ performance. They oversee the
spending of pupil premium funding and are aware of the very positive impact this is having on
pupils’ achievement. They are also involved in planning the spending of the Primary School
Sport funding and how its impact will be measured.
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||108608|
|Local authority||North Tyneside|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||364|
|Appropriate authority||The governing body|
|Chair||Mrs Carli Davison|
|Headteacher||Dr Louise Guthrie|
|Date of previous school inspection||27 September 2011|
|Telephone number||0191 2622509|
|Fax number||0191 2007342|