Hadrian Park Primary School
Tyne and Wear
phone: 0191 2007257
headteacher: Mrs Jane Parker
315 pupils capacity: 110% full
175 boys 51%
170 girls 49%
Last updated: June 20, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Open date
- Sept. 1, 2001
- Reason open
- Result of Closure
- OSGB coordinates
- Easting: 431289, Northing: 569039
- GPS coordinates
- Latitude: 55.015, Longitude: -1.5122
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 29, 2012
- Region › Const. › Ward
- North East › North Tyneside › Battle Hill
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- The North Tyneside Learning Trust
- Hadrian Park First School NE289RT
- Hadrian Park Middle School NE289RT
- 0.1 miles Accelerated Learning Service NE289RT
- 0.1 miles Primary Resource Provision NE289RT
- 0.1 miles Secondary Accelerated Learning Service NE289RT
- 0.5 miles Battle Hill Nursery School NE289DH
- 0.5 miles Battle Hill Primary School NE289DH (378 pupils)
- 0.5 miles North Tyneside College NE289NJ
- 0.5 miles Tyne Metropolitan College NE289NL
- 0.7 miles Holy Cross Roman Catholic Primary School Aided NE280EP (242 pupils)
- 0.7 miles Churchill Community College NE287TN (734 pupils)
- 0.8 miles Silverdale School NE280HG (54 pupils)
- 0.9 miles Langdale Community Middle School NE280HG
- 1.1 mile Holystone Primary School NE270DA (483 pupils)
- 1.1 mile St Bernadettes Roman Catholic Primary School Aided NE289JW (368 pupils)
- 1.1 mile High Farm Middle School NE289JW
- 1.1 mile Willington Middle School NE280PP
- 1.1 mile Beacon Hill School NE289JW (136 pupils)
- 1.2 mile New York Primary School NE298DP (274 pupils)
- 1.2 mile Denbigh Community Primary School NE280DS (386 pupils)
- 1.2 mile Moorhouse Primary School NE298DP
- 1.2 mile Willington First School NE280DS
- 1.3 mile Shiremoor Primary School NE270PW (397 pupils)
- 1.3 mile Murton Primary School NE298DS
Hadrian Park Primary School
Addington Drive, Wallsend, Tyne and Wear, NE28 9RT
|Inspection dates||29–30 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|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
| Pupils make good progress from their starting |
The aspirational headteacher is ably
Pupils are well behaved and polite. They feel
points due to good and improving teaching.
As a result, attainment has risen and is
currently above average.
supported by a strong leadership team.
Together with the purposeful governing body,
they are improving the quality of teaching,
increasing the rate of progress and driving up
standards of attainment across the school.
The dedicated staff team are all committed to
further improving the school.
safe within the school’s positive spirit and
supportive nature and very much appreciate
the support they receive from the adults to
stay safe. Pupils take responsibility for their
own safety and that of others and understand
the potential dangers of the internet and
| The curriculum is interesting and varied. Its |
Parents are fully supportive of the school and
quality is enhanced by many visitors and
projects. It provides excellent opportunities for
pupils’ very strong spiritual, moral, social and
appreciate the work it does in ensuring their
children are kept safe and achieve well. They
also feel well informed of their children’s
| The actions the school is rightly taking to |
improve the quality of teaching have not yet
had time to impact fully upon the outcomes
for pupils, particularly for the more-able.
| Not enough teaching is outstanding. A small |
amount requires improvement. In lessons
where this is the case, activities are not always
well matched to pupils’ learning needs and
pupils do not have enough opportunities to
learn by finding things out for themselves.
Information about this inspection
- Inspectors observed 20 lessons with two joint observations with the headteacher. They also
observed small groups of pupils who were receiving extra support for their learning and
conducted a walk around the school to look at displays of pupils’ previous learning and the range
of curriculum activities.
- They heard pupils from both Key Stages 1 and 2 read and discussed their enjoyment of reading.
They also scrutinised pupils’ books.
- Inspectors held meetings with the headteacher, deputy headteacher and senior leaders including
the special educational needs coordinator, the Early Years Foundation Stage leader, numeracy
and literacy leaders, the Chair of the Governing Body and a parent governor, the learning
mentor and a representative of the local authority.
- They scrutinised school documentation including a summary of the school’s own view of its
performance, school improvement plan, local authority reports, current attainment and progress
data, performance management data, written records of pupils’ behaviour and safeguarding
- They also looked at how pupil premium funding (additional government funding to support
pupils looked after by the local authority, those eligible for free school meals and those children
from service families) is used.
- They reviewed the 24 responses from the online questionnaire (Parent View) and the school’s
own questionnaires sent out to parents. Staff questionnaires were also analysed.
|Janet Greaves, Lead inspector||Additional Inspector|
|Kate Pringle||Additional Inspector|
|Julia Bayes||Additional Inspector|
Information about this school
- This is a larger than average-sized primary school.
- It is part of a collaboration of fourteen local schools.
- The school became part of the North Tyneside Learning Trust in September 2011.
- It has a larger than average proportion of girls.
- The proportion of pupils known to be eligible for pupil premium funding is increasing although it
remains in line with the national average.
- There are few pupils from minority ethnic groups or who speak English as an additional
- The proportion of pupils supported at school action is in line with the national average. The
proportion of pupils supported by school action plus or with a statement of special educational
needs is below average.
- Fewer than average pupils start or leave the school at other than the usual times.
- The school has the International Award and the National Healthy School status.
- Onsite childcare, Just Kidds North East and Hadrian Park Under Fives Club are not managed by
the governing body.
- The school met the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress in 2011 and 2012.
What does the school need to do to improve further?
- Ensure teaching is consistently good or better across the school and increase the proportion that
is outstanding so that pupils’ attainment continues to rise, particularly for more-able pupils, and
the current good rate of progress increases further by:
ensuring teachers always identify in their planning what all groups of pupils are to learn in
reducing the amount of time spent, in a small number of lessons on whole-class activities and
hence giving pupils, particularly the more able, more time to find things out for themselves
through activities that match their needs and abilities
asking challenging questions to deepen all pupils’ understanding.
|The achievement of pupils||is good|
- Children generally start the Early Years Foundation Stage with skills that are below those typical
for their age. Some have skills that are well below those typically expected, particularly in
communication. They make a good start in the Nursery and Reception classes where they enjoy
a wide range of interesting activities. As a result, they make good progress and by the time they
leave the Reception Year their attainment is broadly average and is rising year on year.
- Pupils make good progress across Key Stages 1 and 2 and attainment is rising, although there is
still a need to ensure a greater number of more-able pupils attain at higher levels. Whilst all
groups of pupils make good progress, girls do particularly well when compared with girls
nationally. Standards of attainment at the end of Key Stage 2 have risen since the last
inspection. By the end of Year 6, attainment is now above average, with pupils attaining
particularly well in reading.
- Attainment and progress data for the pupils currently in school show that the picture of
improving attainment and progress is continuing. Increasingly higher proportions of pupils
throughout the school are attaining or exceeding the standards expected for their age and are
making good progress.
- Those pupils who are supported at school action, school action plus or with a statement of
special educational needs make good progress because of the additional support they receive
from skilled teachers and teaching assistants.
- Pupils known to be eligible for free school meals and in receipt of pupil premium funding also
make good progress, due to the effective use of the funding to reduce class sizes and provide
- Reading in Key Stage 1 is improving due to a well-focussed programme in the Early Years
Foundation Stage and Key Stage 1 to teach pupils letters and the sounds they make. This has
also had a positive impact upon pupils’ spelling. Pupils read well and with expression. The
younger pupils are able to use their knowledge of letters and sounds to build words to read
successfully. Across the school, pupils enjoy reading and talk enthusiastically about the books
they enjoy most.
|The quality of teaching||is good|
- Children enjoy their exciting experiences in the Nursery and Reception classes. Both the indoor
and outdoor areas are well resourced. Adults are very involved with children’s learning and know
what they need to do to support them to achieve. Good procedures to check on pupils’ progress
and effective questioning enable children to make good progress.
- The focussed programme to teach pupils letters and the sounds they make is having a positive
impact due to the quality of how it is taught and the effective small focused groups run by the
teachers and teaching assistants. There is good pace to lessons and pupils are provided with a
variety of activities to help them to practise the letter sounds.
- Where teaching is most successful it is because the tasks are well matched to the learning needs
of the pupils. The pace of the lesson is brisk and effective questioning extends their thinking. In
a lesson about equivalent fractions, for example, pupils were keen to learn and well motivated.
Their learning was enhanced by the effective use of homework and the opportunity to link the
learning to real-life situations.
- In the best lessons, teachers use resources very well to stimulate pupils’ interest. When learning
how to use adjectives to write’ Santa’s’ shopping list, for example, Year 1 pupils were given a
range of objects so they could describe them more readily. One child wrote, ‘In his basket Santa
has a floppy orange carrot and a red cracker.’ Teachers use information and communication
technology, (ICT) effectively in lessons to explain and assess new learning.
- In the small number of lessons where teaching is less effective, pupils’ progress slows and some
lose interest, because the teacher spends too long on the whole-class introductions. This limits
the time available for pupils to work independently. This also means that pupils with differing
abilities are not always able to work at their own level. Work is not always set at the correct
level for the different abilities within the class and some pupils lose concentration and some
occasional minor misbehaviour occurs. More-able pupils are not always set work that is hard
enough to enable them to reach the higher levels of attainment of which they are capable.
|The behaviour and safety of pupils||are good|
- Pupils are well mannered and polite to one other, the adults in the school and visitors. They
move around the school sensibly. Lunchtimes are calm and provide opportunities for pupils to
socialise well. They are generally very well behaved. When instances of poorer behaviour occur,
they are acted upon promptly by the supportive staff.
- Pupils show respect towards one another including those from other faiths and cultures. They
enjoy the opportunities to learn about those from different faiths and cultures. During the
inspection, children from a school in China and local schools were observed happily working
together during a Christmas craft activity.
- A programme to encourage resilience is having a positive impact upon pupils’ attitudes to
learning. Pupils are taught from an early age to talk to each other about their learning and how
well they are doing. They understand they need to keep trying if they do not succeed straight
away and not to give up. One child in the Reception class explained that, ‘when you get
something wrong, you just try it again.’
- The majority of pupils are keen to learn and well motivated in their lessons. A few do not
concentrate as well as they might when their lessons are not matched to their learning needs
which then occasionally leads to some low level noise and disruption.
- Pupils feel safe in the school and contribute to their own safety and that of others by taking on
roles such as buddies and peer tutors. They understand how to keep themselves safe and
understand the potential dangers of the internet including cyber bullying. They know they will be
well supported if they have any difficulties.
- Attendance is above average. Since the appointment of the learning mentor who works with
pupils and parents, attendance and behaviour have improved further.
|The leadership and management||are good|
- The improvements made since the last inspection clearly demonstrate the good quality of
leaders and managers at all levels and the whole-school commitment to improvement. They also
confirm that the school is well placed to improve even further in the future.
- The headteacher is resolute in her ambition to make the school even better for pupils and this
commitment to providing the best for the pupils is shared by the governing body, the leadership
and management team and the whole-school community.
- The curriculum is interesting and is enhanced by a wide range of visits and visitors to the school,
as well as the strong collaboration with other local schools, including the local secondary school.
Pupils enjoy the after-school clubs that are provided for them, such as the ICT Club.
- The curriculum supports pupils’ strong spiritual, moral, social and cultural development. Pupils
are taught to reflect upon their learning. Their respect and understanding of other faiths and
cultures is outstanding. This also supports equality of opportunity for all pupils.
- Leadership of teaching is strong. Performance management procedures are used well to improve
teaching. Targets are closely aligned to the school's improvement plan priorities and to individual
teacher’s professional development. Training for staff has improved the quality of teaching which
is now good. The progression up the salary scale is directly linked to the quality of teaching.
- The school improvement plan clearly identifies relevant areas for improvement, including the
need to support more-able pupils to attain at higher levels.
- Parents are involved in their children’s learning. They visit classes and hear pupils read. A parent
stated that pupils were more confident about taking on new challenges.
- The local authority has reduced its intensive support programme as the school improved and
now provides light touch support.
- The governance of the school:
- Governance is effective and purposeful. Governors know and support the school well. They
have made well-informed decisions in order to improve the school, such as how to use the
pupil premium funding by reducing class sizes for younger pupils and with the appointment of
a learning mentor. They play an important role in checks on the school’s performance by being
linked to different year groups and well as subjects. Safeguarding procedures meet statutory
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||132141|
|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||345|
|Appropriate authority||The governing body|
|Date of previous school inspection||13 May 2010|
|Telephone number||0191 200 7257|
|Fax number||0191 200 7244|