School etc

Denbigh Community Primary School

Denbigh Community Primary School
Denbigh Avenue
Tyne and Wear

phone: 0191 2622509

headteacher: Mr G Dignan

school holidays: via North Tyneside council

386 pupils aged 2—10y mixed gender
420 pupils capacity: 92% full

210 boys 54%

≤ 283y204a84b64c55y266y317y328y259y2510y22

180 girls 47%

≤ 2124a104b54c135y246y237y228y179y2210y20

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

rooms to rent in Wallsend

Schools nearby

  1. Willington First School NE280DS
  2. 0.1 miles Willington Middle School NE280PP
  3. 0.2 miles Bewicke First School NE280AL
  4. 0.3 miles Stephenson Memorial Primary School NE280AG (407 pupils)
  5. 0.4 miles Langdale Community Middle School NE280HG
  6. 0.5 miles Holy Cross Roman Catholic Primary School Aided NE280EP (242 pupils)
  7. 0.5 miles Churchill Community College NE287TN (734 pupils)
  8. 0.5 miles Stephenson Memorial Middle School NE280JQ
  9. 0.5 miles Silverdale School NE280HG (54 pupils)
  10. 0.7 miles North Tyneside College NE289NJ
  11. 0.8 miles Wallsend St Peter's CofE Aided Primary School NE286PY (226 pupils)
  12. 0.8 miles Tyne Metropolitan College NE289NL
  13. 0.9 miles Percy Main Primary School NE296JA (225 pupils)
  14. 1 mile North Shields Nursery School NE296HS
  15. 1 mile Battle Hill Nursery School NE289DH
  16. 1 mile Senior Tutorial Centre NE287LQ
  17. 1 mile Battle Hill Primary School NE289DH (378 pupils)
  18. 1 mile Percy St John's CofE Aided Primary School NE296HS
  19. 1 mile Norham High School NE297BU (427 pupils)
  20. 1 mile Central Middle School NE287LQ
  21. 1 mile Burnside Business and Enterprise College NE287LQ (1286 pupils)
  22. 1.2 mile Richardson Dees Primary School NE287RT (245 pupils)
  23. 1.2 mile Hadrian Park First School NE289RT
  24. 1.2 mile Collingwood Primary School NE297JQ (360 pupils)

List of schools in Wallsend

School report

Denbigh Community Primary


Denbigh Avenue, Howden, Wallsend, Tyne and Wear

Inspection dates 10–11 October 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Satisfactory 3
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
looks like.
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.

Inspection team

Peter Evea, Lead inspector Additional Inspector
Julia Bayes 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 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.

Inspection judgements

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
    and orderly.
  • 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 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 108608
Local authority North Tyneside
Inspection number 425785

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 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
Email address reveal email: denb…


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