School etc

Lemington Riverside Primary School

Lemington Riverside Primary School
Rokeby Street
Tyne and Wear

phone: 0191 2674315

headteacher: Mrs Susan Hall

school holidays: via Newcastle upon Tyne council

156 pupils aged 3—10y mixed gender
210 pupils capacity: 74% full

80 boys 51%


75 girls 48%


Last updated: July 3, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 418649, Northing: 564728
GPS coordinates
Latitude: 54.977, Longitude: -1.7102
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 8, 2011
Region › Const. › Ward
North East › Newcastle upon Tyne North › Lemington
Urban > 10k - less sparse
Free school meals %
Trust school
Is supported by a Trust
Outer West Learning Trust

rooms to rent in Newcastle Upon Tyne

Schools nearby

  1. 0.3 miles Waverley Primary School NE157QZ (304 pupils)
  2. 0.3 miles St George's RC Primary School NE156XX (96 pupils)
  3. 0.6 miles Broadwood Primary School NE157TB (279 pupils)
  4. 0.6 miles Broadwood Infant School NE157TB
  5. 0.6 miles Lemington Middle School NE157LS
  6. 0.8 miles Denton Road Primary School NE156AJ
  7. 0.8 miles Denton Road Infant School NE156AE
  8. 0.8 miles Excelsior Academy NE156AF (1182 pupils)
  9. 0.9 miles Blaydon West Primary School NE214PY (136 pupils)
  10. 0.9 miles St Bede's RC Primary School NE157HS (213 pupils)
  11. 1 mile West Denton Primary School NE51DN (320 pupils)
  12. 1.1 mile St Mary and St Thomas Aquinas Catholic Primary School NE214NE (248 pupils)
  13. 1.1 mile St Joseph's Catholic Primary School, Blaydon NE214BG (211 pupils)
  14. 1.1 mile St John Vianney RC Primary School NE51DN (251 pupils)
  15. 1.2 mile St Thomas More Catholic School NE214BQ
  16. 1.2 mile Parkway School NE51DP
  17. 1.2 mile St Aidan's School NE51DP
  18. 1.2 mile St Thomas More Catholic School NE214BQ (1506 pupils)
  19. 1.3 mile Valley View Nursery School NE156NR
  20. 1.3 mile Chapel House Middle School NE51EL
  21. 1.3 mile West Denton High School NE52SZ
  22. 1.3 mile Westlands School NE51DS
  23. 1.3 mile Delaval Infant and Nursery School NE156NR
  24. 1.3 mile Westlands School NE51DS

List of schools in Newcastle Upon Tyne

Lemington Riverside Primary School

Inspection report

Age group 3–11
Inspection date(s) 8–9 November 2011
Inspection number 377759
Unique Reference Number 108456
Local authority Newcastle Upon Tyne
Inspect ion number 377759
Inspect ion dates 8–9 November 2011
Reporting inspector Susan Waugh

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
Nu mber of pupils on the school roll 166
Appropriate authority The governing body
Chair Margaret Shipley
Headteacher Susan Hall
Date of prev ious school inspection 4 June 2009
School address Rokeby Street
NE15 8RR
Telephone number 0191 2674315
Fax number 0191 2648161
Email address reveal email: adm…


This inspection was carried out by three additional inspectors. They observed
teaching and learning in 17 lessons, taught by seven teachers. They held meetings
with groups of pupils, members of the governing body, the family support officer, the
attendance officer and staff. They observed the school's work including
arrangements for safeguarding pupils, looked at curriculum plans, scrutinised pupils’
work and children’s learning journeys and analysed data about pupils’ progress. They
took account of the 33 questionnaires returned by parents and carers. The inspection
team reviewed many aspects of the school's work. It looked in detail at a number of
key areas.

  • The rates of pupils' progress and in particular those with special educational
    needs and/or disabilities.
  • How well teachers support pupils to make rapid progress in the course of a
  • How well the school is improving the attendance of pupils.
  • Whether the school is successfully reversing the apparent declining standards in
    previous years for English.

Information about the school

The school is smaller than the average size primary school. The vast majority of
pupils are of White British heritage. The proportion of pupils known to be eligible for
free school meals is over twice the national average. The percentage of pupils with
special educational needs and/or disabilities is above the national average.
The school has the Basic Skills Quality Mark and National Healthy School status.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

This is a good and improving school. Parents, carers and pupils are overwhelmingly
positive about the school, because they know they are central to everything the
school does. Pupils make an excellent contribution to the school and the wider
community by taking on roles, such as school councillors, lunchtime helpers or
librarians. The school plays a key role in organising and participating in the local
community festival and pupils regularly visit older people to read to them. The
governing body is at the heart of this drive to ensure that the school reaches out to
the community and their excellent organisation and strategic direction ensures that
their work has an extremely positive impact on learning. For example, pupils’ good
understanding of what it is like to be disabled was an initiative which originated with
the governing body.
Children enter the nursery with skills below those expected for their age and make
good progress in the effective Early Years Foundation Stage and through Key Stages
1 and 2. By the time they leave Year 6, they have achieved well and their attainment
is broadly average. Progress is slightly slower in mathematics than in English,
because sometimes more-able pupils are not provided with sufficient challenge in
their mathematical work. Pupils with special educational needs and/or disabilities
make good progress because of the close support and well-targeted intervention
they receive. Pupils achieve well because in most lessons teaching is good and so
pupils are interested in their work, behave well and are keen to succeed. The quality

of teachers’ questioning in some lessons is very good and extends pupils’

understanding well. However, this good practice has yet to be shared across the
school. The quality of teaching does vary and in some lessons the pace of progress
slows, particularly for more-able pupils.

The curriculum is good, a strength being the way pupils’ ideas enhance the content

of their learning. A wide range of visits and visitors extends pupils’ knowledge but
they have a limited grasp of the diversity of communities within the United Kingdom.
Effective adaptations have been made to the curriculum, such as a new system to
rapidly gain reading and writing skills. However, opportunities to practise these skills
to raise attainment further in English are often missed in work in other subjects.
Pupils enjoy coming to school, but attendance overall has been low. It is now broadly
average, having improved strongly. The school recognises that there is more to be
done to sustain the momentum of improvement. Pupils know how to stay safe and
lead a healthy lifestyle. They behave well and are polite and respectful. Both pupils
and staff feel they are listened to and their views are valued. Consequently, morale is
high. This, coupled with leaders and managers who have a firm focus on raising
pupils' attainment, who know the school’s strengths and weaknesses and who
accurately evaluate the school’s work, means there is a good capacity to improve


What does the school need to do to improve further?

  • Continue to improve progress and raise pupils' attainment in English and
    mathematics by:
    - ensuring that, in mathematics, all staff match work more closely to the
    needs of more-able pupils so that there is challenge built into their learning
    - ensuring that pupils have more consistent opportunities across the
    curriculum to practise writing using their knowledge of letters and the
    sounds they make
    - sharing best practice, especially in high-quality questioning, more widely
    across the school.
  • Further improve attendance by:
    - seeking further ways in which to engage more parents and carers with their
    children’s learning
    - building on the strong partnerships with the attendance officer and family
    support officer to target the minority of pupils with low attendance
    - refining and strengthening the procedures used to monitor and track
  • Extend the school’s promotion of community cohesion by giving pupils more
    opportunities to engage with those from other social, cultural and ethnic
    backgrounds within the United Kingdom.
Outcomes for individuals and groups of pupils 2

Pupils have positive attitudes to learning and achieve well since they enter the
nursery with skills that are below those expected for their age. They respond to the
high expectations of staff by concentrating, working hard and answering questions
keenly. In one lesson, for example, they all made an active contribution to a
discussion about the merits of school uniform. Work in pupils’ books and the school’s
own data confirmed the good progress now being made by all groups of pupils in
English and most groups in mathematics. More-able pupils are not provided with
enough challenge in mathematics and this slows their progress in some classes.
Pupils with special educational needs and/or disabilities achieve as well as their peers
because of the effective support from teaching assistants and the tailored
programmes they receive. As a result of the good progress made, pupils' attainment
is broadly average by the time they leave the school. Attainment in English had been
declining, and there is still a legacy of underachievement for some pupils. However,

the school’s data along with evidence from lessons confirm that a greater proportion

of pupils are now at the expected level by the time they reach Year 6.
Pupils understand right from wrong and their spiritual, moral social and cultural
development is good overall, although their cultural development is less strong. Their
good behaviour contributes to the feeling of safety within school. Their work on
projects such as the healthy tuck shop helps to develop their good understanding of
how to lead a healthy lifestyle. Most pupils now attend school regularly as a result of

the school’s efforts to raise attendance. However, a small minority of pupils still have

low attendance. Pupils work well together as a team and take part in a range of
enterprise activities. This, along with their satisfactory basic skills, means that they
are soundly prepared for the next stage of education.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
Pupils' attainment
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or
disabilities and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils' attendance
The extent of pupils' spiritual, moral, social and cultural development 2

How effective is the provision?

Overall, the quality of teaching and learning is good, although this does vary.
Strengths in the teaching include clarity about what children are learning and the
effective way in which teachers demonstrate new learning and strategies in order to
complete a task. During the course of lessons teachers promptly address any
misunderstandings which may arise. In the most successful lessons, teachers use
high-quality questioning to extend and probe pupils’ understanding. For example,
good progress was made in an English lesson where the teacher used effective
questions to ensure that children extracted relevant information from a text. Where
teaching is less strong, for example, in mathematics, staff sometimes match work
insufficiently closely to the needs of more-able pupils. On occasion, there is less
evidence of teachers' high quality questioning. The use of assessment to support
learning is good.

The curriculum is broad and balanced. It is flexibly tailored to meet pupils’ interests
and is adapted well to meet the needs of pupils with special educational needs
and/or disabilities. The new scheme introduced to support younger pupils learning of


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

letters and the sounds they make is greatly enjoyed but there is not yet a consistent
approach to ensure pupils apply these skills in their writing across the curriculum.
There is a good range of opportunities which enrich learning, in the local community
and further afield to places, such as London and Edinburgh.
Parents and carers appreciate the good care, guidance and support pupils receive.

This is underpinned by adults’ very good knowledge of each child and their family.

Those whose circumstances make them potentially more vulnerable are particularly
well supported because of the effective systems the school has established and the
strong partnerships forged with other agencies. The family support officer, working
closely with the attendance officer, has made a major contribution to the improving
rates of attendance and enhancing pupils’ well-being. The school now tracks pupils’
attendance closely and this means that concerns are identified and addressed
quickly. However, a small minority of pupils are still absent from school too
frequently. Pupils' transition to the next phase of their education progresses
smoothly because of effective links with other local schools.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning 2
The extent to which the curriculum meets pupils' needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher provides highly committed leadership. She is ably supported by
effective senior leaders and a dedicated staff team. Pupils are at the heart of all staff
do and they are united in their drive to ensure that each child achieves the best they
can. Rigorous monitoring procedures are employed to make sure that steps are
taken to support anyone in danger of falling behind. The governing body is
outstanding. It provides exceptional support and leadership and knows the school’s
strengths and areas for development very well. Individual governors visit the school
regularly, checking its work so that appropriate challenge can be offered. Extremely
thorough systems and monitoring ensure that good safeguarding procedures are in
place. All staff have received appropriate training, rigorous vetting procedures are in
place and parents, carers and pupils have access to useful guidance on the school
The partnerships the school makes are effective and impact positively on the quality
of provision. The school is tenacious in its pursuit to involve parents and carers in

their children’s learning and this is paying dividends in the small but increasing

numbers of parents and carers who actively engage with the school. Overall, all
groups of pupils have equal opportunities to develop their skills and talents.
However, more-able pupils sometimes underachieve in mathematics. Discrimination
of any kind is not tolerated. There is commitment to promoting community cohesion
and the school knows its own community extremely well. However, the fostering of

pupils’ understanding of cultures in the wider world and in the United Kingdom, in

particular, is limited.

These are the grades for the leadership and management

The effectiveness of leadership and management in embedding ambition and
driv ing improvement
Taking into account:
The leadership and management of teaching and learning 2
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

The Early Years Foundation Stage is well led and managed. Staff are aware of the
strengths of the provision and of what needs to be done to improve it further.
Teaching is good and staff use information from observations effectively to plan
activities which are well matched to children's needs. Partnerships with external
agencies support children's learning and development well. The learning and
development of most children who enter the nursery are below that expected for
their age. The good progress they make in Nursery and Reception classes, and
improving outcomes for the last three years, now means that most reach the
expected levels when they enter Year 1.
Children settle happily and quickly into school because staff make sure they get to
know both them and their parents and carers well, making home visits before they
begin nursery. Staff create a calm and caring atmosphere, acting as exemplary role
models. Children respond to this by behaving well and feeling safe. Good procedures
ensure children's welfare requirements are fully met. Children confidently choose
activities for themselves while adults play alongside them and skilfully help to
develop their language skills and nurture their imagination. A good range of
resources indoors provide stimulation and engagement but the outdoor area is less
well equipped to fully enhance children’s learning and development.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage 2
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management in the Early Years Foundation

Views of parents and carers

The proportion of parents and carers who responded to the questionnaire was below
average for a primary school. Of those who did, almost all were extremely positive
about all aspects of the school. For example, they expressed high praise for how
much their children enjoy school and are kept safe. They were also very positive
about the way the school helps to prepare their child for the next stage of education
and for the quality of teaching their children receive. A very few parents and carers
felt that the school was not well led and managed. Inspectors investigated this
thoroughly with the school and their findings are in the report.

Responses from parents and carers to Ofsted's


Ofsted invited all the registered parents and carers of pupils registered at Lemington Riverside Primary
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 33 completed questionnaires by the end of the on-site inspection. In
total, there are 166 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 22 67 11 33 0 0 0 0
The school keeps my child
19 58 14 42 0 0 0 0
The school informs me
about my child's progress
19 58 14 42 0 0 0 0
My child is making enough
progress at this school
20 61 13 39 0 0 0 0
The teaching is good at
this school
23 70 10 30 0 0 0 0
The school helps me to
support my child's learning
18 55 14 42 1 3 0 0
The school helps my child
to have a healthy lifestyle
18 55 15 45 0 0 0 0
The school makes sure that
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
entering employment)
18 55 14 42 0 0 0 0
The school meets my
child's particular needs
16 48 16 48 0 0 0 0
The school deals effectively
with unacceptable
15 45 16 48 1 3 0 0
The school takes account
of my suggestions and
15 45 15 45 1 3 1 3
The school is led and
managed effectively
16 48 14 42 2 6 0 0
Overall, I am happy with
my child's experience at
this school
20 61 13 39 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils'
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A
satisfactory school is providing adequately for its
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of
Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special schools
and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils' work shown by test
and examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
Leadership and management: the contribution of all the staff with
responsibilities, not just the headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.

The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons
and over longer periods of time. It is often
measured by comparing the pupils' attainment at
the end of a key stage with their attainment when
they started.

10 November 2011
Dear Pupils

Inspection of Lemington Riverside Primary School, Newcastle-upon-Tyne,
NE15 8RR

Thank you for being so friendly and helpful when we visited your school. We really
enjoyed talking to you. We were pleased to hear that you make such an excellent
contribution to your school and to the local community in Lemington. It was
interesting to learn about the ways you know how to be healthy and how you feel
I list some of the other things we found out.

  • Yours is a good school where you make good progress in your learning and
    reach standards that are similar to those reached nationally by the time you
  • You make good progress in the Nursery and Reception classes.
  • Your governing body is outstanding and does a great deal to help you learn in
    an interesting way.
  • Your school works well with different partners to improve your education.
    Part of our job is to identify how the school can be even better. We have asked the
    headteacher, members of the governing body and teachers to make the school more
    effective by doing the following things.
  • Raise the standards you reach in English and mathematics even further.
  • Improve attendance.
  • Help you to understand about the many different communities that live in the
    United Kingdom.

Yours sincerely,
Susan Waugh
Lead Inspector


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