School etc

Newport Church of England Aided Primary School

Newport Church of England Aided Primary School
Hazel Close
Isle of Wight

phone: 01983 522826

headteacher: Mr Jerry Seaward

reveal email: h…


school holidays: via Isle of Wight council

371 pupils aged 4—10y mixed gender
420 pupils capacity: 88% full

185 boys 50%


185 girls 50%


Last updated: July 28, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 449197, Northing: 89103
GPS coordinates
Latitude: 50.699, Longitude: -1.3048
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
April 24, 2013
Ofsted special measures
In special measures
Diocese of Portsmouth (ce)
Region › Const. › Ward
South East › Isle of Wight › Newport West
Urban > 10k - less sparse
Free school meals %

rooms to rent in Newport

Schools nearby

  1. 0.2 miles Westmont School PO301BY
  2. 0.4 miles Nine Acres Primary School PO301QP (407 pupils)
  3. 0.4 miles Carisbrooke Church of England Controlled Primary School PO305QT (331 pupils)
  4. 0.4 miles Trinity Church of England Aided Middle School PO305QY
  5. 0.4 miles Archbishop King Catholic Middle School PO305QT
  6. 0.4 miles Southern Stars Theatre School and Performers' College PO301TP
  7. 0.4 miles Christ The King College PO305QT (1271 pupils)
  8. 0.5 miles Nodehill Middle School PO301LJ
  9. 0.5 miles Carisbrooke High School PO305QU
  10. 0.5 miles Carisbrooke College PO305QU (1155 pupils)
  11. 0.6 miles Hunnyhill Primary School PO305SH (239 pupils)
  12. 0.6 miles St Thomas of Canterbury Catholic Primary School PO301NR (181 pupils)
  13. 0.6 miles Kitbridge Middle School PO305SH
  14. 0.6 miles The Isle of Wight College PO305TA
  15. 0.9 miles Barton Primary School and Early Years Centre PO302AN (241 pupils)
  16. 0.9 miles St George's School PO301XW (145 pupils)
  17. 0.9 miles Medina House School PO302HS (65 pupils)
  18. 1 mile The Clatterford Centre PO301NZ
  19. 1 mile Downside Middle School PO302AX
  20. 1.2 mile Summerfields Primary School PO302LJ (182 pupils)
  21. 1.3 mile Medina High School PO302DX
  22. 1.3 mile Medina College PO302DX (1396 pupils)
  23. 1.8 mile Thomson House Tuition Centre PO303NA (27 pupils)
  24. 2.6 miles Northwood Primary School PO318PU

List of schools in Newport

School report

Newport Church of England

Aided Primary School

Hazel Close, Carisbrooke Meadows, Newport, Isle of Wight, PO30 5GD

Inspection dates 23–24 April 2015
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Inadequate 4
Leadership and management Requires improvement 3
Behaviour and safety of pupils Requires improvement 3
Quality of teaching Requires improvement 3
Achievement of pupils Requires improvement 3
Early years provision Good 2

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because
The school has the following strengths

Leaders have not yet ensured that teaching is
Boys’ achievement in writing is weaker than girls’
Pupils do not study subjects other than English
Pupils are not given enough opportunities outside
Pupils do not develop information and
good throughout the school. As a result, pupils’
progress is not consistently good, especially in Key
Stage 2.
throughout the school. More able pupils are not
challenged adequately in their learning.
and mathematics in sufficient depth. Teachers
have lower expectations for the work pupils
produce in lessons, other than for mathematics
and English, and provide less effective feedback.
mathematics and English lessons to practise and
extend their basic literacy and numeracy skills.
communication technology (ICT) skills
systematically, or apply them fully in learning.
Behaviour requires improvement. Notably, some
The attendance of pupils supported by the pupil
Governors have not held leaders to account
Some parents express a lack of confidence in the
pupils in Key Stage 2 have not developed the
concentration and persistence needed to learn well.
premium is lower than other pupils, and is not
improving quickly enough.
sufficiently. They have been too ready to accept
information without adequately checking its
accuracy. The school’s work to keep pupils safe
requires improvement because governors do not
monitor site risk assessments regularly enough.
leadership and management of the school.
Senior and subject leaders are showing they can
Pupils in Key Stage 1 are on track to achieve the
Rapid progress in Year 6 since January has
improve teaching, so that an increasing proportion
is now good. Where weaknesses remain, effective
action is being taken by the interim headteacher.
learning expected for their age. In Key Stage 2,
the proportion of pupils on track to attain these
levels is increasing.
significantly boosted pupils’ readiness for
secondary school.
Disabled pupils and those with special educational
Early years provision is good.
The new Chair of the Governing Body leads with
needs make good progress. Gaps between the
achievement of pupils supported by the pupil
premium and others are closing, in some cases
determination. Systems to hold leaders to account
are developing rapidly. Governors have a clear
vision for the long-term future of the school.

Information about this inspection

  • This inspection followed five monitoring visits in connection with the school being judged to require special
    measures at its previous inspection.
  • Inspectors observed teaching in every class, including nine joint observations with senior leaders.
    Inspectors observed a class assembly.
  • Inspectors heard pupils read and looked at pupils’ work in their books and on display.
  • Meetings were held with the interim headteacher and other leaders, governors, and a representative from
    the local authority.
  • Inspectors met with a group of pupils, observed playtime and lunchtime, and talked with pupils and staff
    around the school.
  • Inspectors talked with parents at the start of the day. Account was taken of 40 responses to the online
    questionnaire (Parent View) and an email from one parent. Responses to the staff questionnaire were also
  • Inspectors looked at a range of documents, including plans for what pupils will learn, the school’s
    evaluation of its own performance and improvement planning, information relating to the school’s use of
    government sport funding and the pupil premium (additional government funding to support pupils
    receiving free school meals and those who are looked after).
  • Checks were made of arrangements for keeping pupils safe, pupils’ attendance records, behaviour and
    incident logs, and minutes of governing body meetings. Inspectors scrutinised records of how pupils’
    learning is tracked and analysed, and records of the quality of teaching.

Inspection team

Siân Thornton, Lead inspector Her Majesty’s Inspector
Laura Dickson Additional Inspector
Fiona Robinson Additional Inspector

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion
that the school no longer requires special measures.

Information about this school

  • Newport Church of England Aided Primary School is a larger-than-average-sized primary school.
  • The proportion of pupils known to be eligible for free school meals, for which the school receives
    additional pupil premium funding, is below average.
  • Most pupils are of White British heritage. The proportion of pupils from minority ethnic backgrounds is well
    below average, as is the proportion of pupils who speak English as an additional language.
  • The proportion of disabled pupils and those with special educational needs is below average.
  • In 2014, the school did not meet the government’s floor standards, which set out the minimum
    expectations for pupils’ attainment and progress.
  • Pupils attend the early years provision full time.
  • The headteacher of Wroxhall Primary School is serving as interim headteacher from January to August
    2015. Governors are currently recruiting senior leadership for September.

What does the school need to do to improve further?

  • Improve teaching so that all groups of pupils achieve well in all their learning, by ensuring:
    all pupils, especially boys, engage positively in writing activities, developing the motivation and skills
    needed to write well for a range of purposes
    the most able pupils are consistently challenged to attain levels higher than expected for their age
    pupils study all subjects in sufficient depth, producing work of a suitable quality and quantity, with
    meaningful opportunities to practise and extend their reading, writing and mathematics skills
    teachers have high expectations for pupils’ learning in all subjects, and provide regular, effective
    feedback to pupils about all their work
    all pupils systematically develop ICT skills, making suitable use of ICT to assist their learning
    all lessons are suitably paced and well organised: moving learning on to maintain pupils’ interest, but
    not so quickly as to interrupt pupils’ progress.
  • Improve behaviour and safety by ensuring that:
    all pupils, particularly boys in Key Stage 2, develop the habits needed for good learning, including the
    ability to listen and concentrate for extended periods and to work hard when activities are challenging
    all pupils supported by the pupil premium achieve good attendance.
  • Improve leadership and management, and boost parents’ confidence, by ensuring:
    effective senior leadership continues in the long term, and parents are kept well informed
    governors hold leaders firmly to account, especially for teachers’ performance, with rigorous checks on
    the accuracy of information provided by the school and a secure cycle of activities to ensure thorough
    evaluation of the school’s overall effectiveness, including in checking site risk assessments
    leaders rigorously check the quality of pupils’ learning across all subjects.

Inspection judgements

The leadership and management require improvement
  • Since the last inspection, the deputy headteacher has led determined action to improve teaching in the
    school. Nevertheless, more remains to be done to ensure it is consistently good. Recruitment difficulties
    have undermined good quality teaching in Key Stage 2 and, until recently, senior leaders did not deal
    effectively with identified weaknesses in this phase.
  • Since January, action by the interim headteacher has led to acceleration in the pace of work to improve
    teaching, and therefore in pupils’ progress, especially in Year 6 and Year 4.
  • The special educational needs coordinator ensures that disabled pupils and those with special educational
    needs are swiftly identified and appropriate support provided. She has developed the teaching assistant
    team to be effective. She closely tracks pupils’ progress, keeps in touch with parents and links well with
    external agencies. The special educational needs coordinator also closely monitors the progress of pupils
    supported by the pupil premium, ensuring they receive any additional support they require.
  • Middle leaders for English and mathematics are increasingly effective. They regularly check teaching and
    pupils’ work, and monitor pupils’ progress. They are aware of the need to improve writing and boost the
    achievement of the most able pupils.
  • A scheme has been introduced to implement the revised National Curriculum, in a series of ‘Discovery’
    topics. However, leaders have not checked adequately how well classes are covering different subjects,
    the quality of pupils’ work, or the feedback teachers provide.
  • Senior leaders have fully adjusted the school’s assessment systems for the revised National Curriculum.
    Pupils’ individual targets are set with these goals in mind, and progress towards expectations for the end
    of each key stage in reading, writing and mathematics is tracked accurately.
  • The school uses pupil premium funding well, including extra teaching and skilled classroom support.
    Family support has begun to improve attendance, but not sufficiently.
  • Additional government sport funding is being used efficiently. Expert coaches provide specialist teaching
    and train staff. The range of after-school clubs has increased significantly, including archery, martial arts,
    seated volleyball, and dance. Participation has increased, so that sports clubs are over-subscribed.
  • The school makes good provision for pupils’ spiritual, moral, social and cultural development. Assemblies
    and adults’ example encourage pupils to reflect on their own and others’ feelings. A recent ‘space day’
    helped older pupils think deeply about our planet and our place in the universe. Pupils regularly raise
    money for charities, including on their own initiative. Adults’ conspicuous care for the school’s environment
    communicates the importance of learning, with prominent displays celebrating pupils’ success. Pupils
    readily take up responsibilities, for example helping in the playground, organising sports day, assemblies
    and seasonal events. ‘Discovery’ lessons provide rich cultural influences, especially in art.
  • Pupils are well prepared for life in modern Britain. They learn about a range of faiths and family lifestyles,
    recently exchanging letters with pupils from a Muslim school on the mainland. A display near the Year 6
    classrooms promotes wide-ranging careers, and visitors (most recently a doctor and an archaeologist)
    regularly represent the ‘world of work’.
  • The school actively promotes the fundamental British values of tolerance, equality, free speech and
    democracy. School councillors are elected by their peers. Relating to the general election, Year 5 pupils
    recently wrote ‘manifestos’ and prepared campaign speeches. ‘Justice’ and ‘responsibility’ are promoted in
    prominent displays, reminding pupils of the school’s behaviour policies. Recently, governors explained
    equality legislation to school council members, before asking them to write questions for headteacher
  • The school works hard to promote equality and tackle any discrimination. All adults demonstrate positive
    attitudes to one another, encouraging good relationships between pupils. Bullying and racist incidents are
    extremely rare, but recorded and acted upon swiftly if they do occur. The special educational needs
    coordinator insists that any disabled pupils and those with special educational needs are treated with
    appropriate dignity and respect. Leaders are working to ensure all pupils achieve well, although recognise
    there is work to do.
  • The school meets all requirements for safeguarding, including when recruiting staff and child protection.
  • The local authority has provided extensive support since the last inspection. This has contributed well to
    the development of leadership and improvements in teaching. The local authority is working closely with
    the governing body and the diocese in planning for the future leadership of the school.
  • The governance of the school:
    Until very recently, governors did not hold leaders to account well enough, particularly for the
    management of teachers’ performance and their pay. Since January, the new Chair of the Governing
    Body has ensured that the required processes are in place. As a result, governors have a very clear
    picture of the quality of teaching, and where action is being taken to secure improvement.
    Governors are well trained in the use of information about pupils’ progress, and consider this routinely
    in the school improvement committee. Governors have checked closely, over an extended period, the
    progress of disabled pupils and those with special educational needs and those supported by the pupil
    premium. The needs of these groups have been central to governors’ decisions about the spending of
    the pupil premium and government sport funding, and about staffing. Governors regularly review the
    use and impact of this funding, so they are aware of concerns such as the attendance of pupils
    supported by the pupil premium, and are carefully monitoring the impact of work to improve this.
    Governors are working closely with the local authority and the diocese to plan their long term vision for
    the future of the school, including financial planning and plans for senior leadership from September.
    However, a number of parents expressed concern that they are not kept well enough informed by
    governors about this, undermining confidence in the leadership and management of the school.
    The Chair of the Governing Body has taken effective steps to improve significantly the operation of the
    governing body. A skilled and experienced clerk is in place, each governor has specific responsibilities,
    and governors make regular purposeful visits to the school. However, these systems are not yet routine
    and the governing body does not have a sufficiently systematic approach to receiving a full range of
    reports from leaders, including in checking site risk assessments.
The behaviour and safety of pupils require improvement
  • The behaviour of pupils requires improvement.
  • Pupils in Key Stage 1 work hard during lessons. In Key Stage 2, this varies from class to class. Some
    pupils in Key Stage 2 have not developed the habits of a good learner, losing interest if work is
    challenging or they have to listen to adults’ explanations for any length of time. In particular, some boys
    are reluctant to write at any length.
  • Most pupils take pride in their English and mathematics work. They present their work neatly and respond
    thoughtfully to teachers’ marking. However, this is not the case in pupils ‘Discovery’ work books, where
    work is often poorly presented.
  • All staff and pupils are aware of the school’s behaviour policy, rewards and sanctions are well known and
    applied consistently.
  • Pupils behave well around the school. They are courteous and polite, showing respect to one another, the
    environment and equipment. Inspectors saw pupils behave impeccably, coming in after play.
  • Pupils readily contribute to the smooth running of the school, serving as anti-bullying ambassadors, house
    captains, and on the school council.
  • Pupils told inspectors that all social times are enjoyable, but that playtimes are better than lunchtime. The
    school’s records show that a relatively high level of lunchtime incidents has recently reduced significantly,
    linked to staff training and the availability of the emotional learning support assistant to help pupils resolve
    any problems. Lunchtime staff value the way senior leaders closely oversee their work.
  • Some parents who inspectors met were positive about behaviour in the school and the communication
    they receive. Others expressed concerns that incidents are not always dealt with effectively, and parents
    are not well enough informed. Inspectors found leaders make full records, include the views of all parties
    when resolving conflicts, but need to ensure all parents feel well informed of the outcome.
  • Pupils’ attendance and punctuality have improved to national levels. However, the attendance of pupils
    supported by the pupil premium is lower than for others in the school, and not improving rapidly enough.
  • The school’s work to keep pupils safe and secure requires improvement.
  • The premises are safe and secure, and regularly checked by leaders and premises staff. Risk assessments
    are undertaken as required. However, governors do not routinely receive reports about this.
  • Pupils understand that bullying is wrong and that it can take many forms. They told inspectors they do not
    experience bullying, but they know they should tell an adult straight away if necessary, and they are sure
    firm action would be taken. Pupils are clear about the need to stay safe on-line and how to achieve this.
The quality of teaching requires improvement
  • While teaching has improved since the last inspection, inconsistencies remain. As a result, pupils’
    achievement varies between year groups and classes, especially in Key Stage 2.
  • In Key Stage 1, pupils are taught systematically key skills for reading, writing and mathematics. Pupils
    read regularly to adults in school and at home, and respond well to teachers’ high expectations for their
    handwriting and spelling, including phonics (the sounds letters make). Teachers devise writing activities
    which motivate and interest the class. In Year 2, inspectors saw pupils enthusiastically using dictating
    machines to prepare sentences for letters of complaint.
  • Sometimes in Key Stage 1, teachers organise over-complicated lessons where too much of their time is
    taken up in managing the learning, or pupils’ concentration is disrupted by having to move on to different
    activities too soon.
  • In Key Stage 2, all teachers plan carefully to meet the wide ranging needs of their classes, especially in
    Years 4, 5 and 6 where some pupils have gaps in their previous learning. In most lessons, pupils are
    motivated by confident teaching which equips and challenges them to succeed. However, in cases where
    the teacher’s subject knowledge is less secure, teaching proceeds too slowly so some pupils, particularly
    boys, lose interest.
  • In Year 2 and Year 6, teachers ensure the most able pupils start work at a suitable level before moving
    ahead without delay. In Year 6, this includes sophisticated dialogue with adults. In other classes, more
    able pupils are not always challenged well enough by the work teachers set.
  • Disabled pupils and those with special educational needs, and pupils supported by the pupil premium, are
    taught well. Highly effective interventions are well organised by the special educational needs coordinator
    so pupils are fully included in the life of their class, while receiving the specific support they need from
    skilled teaching assistants.
  • Teachers provide engaging activities during ‘Discovery’ lessons. Inspectors saw pupils exploring Native
    American art, dissecting a flower, drawing in the style of Picasso, and recreating the events of the Great
    Fire of London. These activities bring learning to life and enthuse pupils. In Year 6, inspectors heard pupils
    freely discussing cubist art, likening this to a collage or an optical illusion. However, throughout the
    school, the work pupils record in their ‘Discovery’ exercise books shows a lack of rigour in covering the
    different subjects of the National Curriculum, including science and ICT, and in developing their reading,
    writing and mathematical skills. Pupils are not sure how to improve their work in ‘Discovery’ lessons as
    they receive limited feedback from teachers.
The achievement of pupils requires improvement
  • Pupils in Year 6 have made insufficient progress during Key Stage 2. However, focused teaching since
    January has significantly accelerated their achievement. As a result, the proportion of pupils on track to
    achieve the expected level in reading, writing and mathematics is rising, with an increased proportion of
    pupils on track to achieve the higher than expected levels.
  • Pupils in Year 3 and Year 5 are making the progress the school expects, and are on track to achieve
    national expectations at the end of Key Stage 2. In Year 4, progress is slower, and there are gaps
    between pupils’ current achievement and expectations for their age.
  • Pupils in Key Stage 1 make good progress from their starting points. The school’s information and work
    seen in pupils’ books indicate that more are on track to achieve at least the expected levels in the Year 2
    assessments for reading, writing and mathematics than was the case last year.
  • The proportion of Year 1 pupils at the school who achieve the expected score in the national phonic
    screening activity has risen consistently in the last two years. Pupils’ current assessments indicate that this
    figure will be well ahead of the national average in 2015.
  • Typically, pupils’ achievement in the school is strongest in reading and mathematics and weakest in
    writing, with boys’ achievement in writing being a concern rightly identified by the school.
  • In 2014, significant gaps were recorded between the attainment of pupils in Year 6 supported by the pupil
    premium and others. Compared with other pupils nationally, these pupils were more than five terms
    behind in writing, more than four terms behind in mathematics, spelling, grammar and punctuation, and
    almost four terms behind in reading. Compared with other pupils at the school, the attainment of Year 6
    pupils supported by the pupil premium trailed by more than four terms in grammar, spelling and
    punctuation, more than three terms in writing and mathematics, and more than two terms in reading. The
    school’s information shows that in Year 6, this year, these gaps are likely to reduce significantly.
    Throughout the school, the gap between the achievement of pupils supported by the pupil premium and
    others is closing steadily, and in some cases these pupils have moved ahead of their peers.
  • Disabled pupils and those with special educational needs make good progress as a result of the well-
    targeted support they receive, especially in spelling and reading.
  • The achievement of the most able pupils is improving consistently in Key Stage 1, but varies in Key Stage
    2. Bearing in mind pupils’ starting points when they enter the school, the proportion of pupils attaining at
    levels above those expected for their age when they leave is too low.
The early years provision is good
  • Overall, children enter Reception with levels of learning which are typical for their age, although wide-
    ranging. Almost half the children who joined in 2014 were well prepared to achieve a good level of
    development, whilst others required significant additional support, for example with their speech and
    language development.
  • Highly effective leadership of the early years has resulted in rapid improvement, year on year, in the
    proportion of children achieving a good level of development. As a result, the proportion of current
    Reception children on track to achieve this standard is well ahead of the national average for 2014. This
    means that children achieve well and are very well prepared for the opportunities of Year 1 and beyond.
  • Provision inside and out of doors is well planned and purposeful. When adults lead activities they develop
    the children’s learning very well, through extended talk and active play. When children learn apart from
    the adults, the quality of the opportunities provided motivates children to stay and persist until they have
    achieved what they set out to do.
  • Whether led by adults or on their own initiative, children learn and play well together, showing respect to
    others and the environment, and good behaviour. Adults care well for the children, keeping them safe at
    all times.
  • Basic skills for reading and writing (including phonics) and mathematics are taught well, and reinforced
    through meaningful activities which engage both boys and girls. Nevertheless, boys’ writing develops less
    well than girls’, and a lower proportion of children supported by the pupil premium achieve a good level of
  • Staff track closely the achievement of each child, planning and adapting activities to meet the precise
    needs and interests of individuals. However, some opportunities are missed by staff to check the progress
    of different groups of children closely, so as to tackle common issues.
  • Parents are rightly confident that their children get off to a great start. Clear communication and an open
    approach mean that parents are well equipped to support their child’s learning at home.

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
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 118200
Local authority Isle of Wight
Inspection number 462642

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

Type of school Primary
School category Voluntary aided
Age range of pupils 5−11
Gender of pupils Mixed
Number of pupils on the school roll 365
Appropriate authority The governing body
Chair Simon Richards
Interim Headteacher Maxine Gray
Date of previous school inspection 24−25 April 2013
Telephone number 01983 522826
Fax number 01983 528016
Email address reveal email: adm…


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