School etc

Red Hall Primary School

Red Hall Primary School
Headingley Crescent
County Durham

phone: 01325 254770

headteacher: Ms Julie Davidson

reveal email: adm…


school holidays: via Darlington council

214 pupils aged 2—10y mixed gender
210 pupils capacity: 102% full

95 boys 44%

≤ 253y124a34b44c95y96y127y78y139y1010y9

120 girls 56%

≤ 254a54c65y136y167y208y149y1410y11

Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 431299, Northing: 515621
GPS coordinates
Latitude: 54.535, Longitude: -1.5178
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 6, 2014
Region › Const. › Ward
North East › Darlington › Haughton East
Urban > 10k - less sparse
Free school meals %

rooms to rent in Darlington

Schools nearby

  1. 0.6 miles Springfield Primary School DL12AN
  2. 0.6 miles Haughton Community School DL12AN
  3. 0.6 miles Beaumont Hill School DL12AN
  4. 0.6 miles Springfield Academy DL12AN (261 pupils)
  5. 0.6 miles Haughton Academy DL12AN (715 pupils)
  6. 0.6 miles Beaumont Hill Academy DL12AN (237 pupils)
  7. 0.7 miles Heathfield Nursery School DL11EJ
  8. 0.7 miles Heathfield Primary School DL11EJ
  9. 0.7 miles Whinfield Primary School DL13HT (622 pupils)
  10. 0.7 miles Heathfield Primary School DL11EJ (491 pupils)
  11. 0.8 miles Whinfield Infant School DL13HT
  12. 0.8 miles Whinfield Junior School DL13HT
  13. 0.9 miles Albert Hill Nursery School DL12ND
  14. 0.9 miles Gurney Pease Primary School DL12NG
  15. 0.9 miles Eastbourne Comprehensive School DL11LL
  16. 0.9 miles St Aidan's Church of England Academy DL11LL (626 pupils)
  17. 0.9 miles Gurney Pease Academy DL12NG (194 pupils)
  18. 1 mile Darlington College DL11DR
  19. 1.1 mile St Teresa's RC Primary School DL14NL (329 pupils)
  20. 1.1 mile St Bede's RC Primary School DL13ES
  21. 1.1 mile Darlington Alternative Centre for Education DL11ED
  22. 1.1 mile The Bridge DL11ED
  23. 1.1 mile St Bede's RC Primary School DL13ES (252 pupils)
  24. 1.2 mile Firthmoor Infant and Nursery School DL14SW

List of schools in Darlington

School report

Red Hall Primary School

Headingley Crescent, Darlington, County Durham, DL1 2ST

Inspection dates 6–7 March 2014
Overall effectiveness This inspection: Good 2
Previous 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’ safety is outstanding because it is a
By the time pupils leave in Year 6, most of
Teaching is good across the school. Learning
very high priority for the school. Pupils are
taught very well how to keep themselves safe
and to be healthy.
them achieve well. They reach standards that
are above the national average in reading
and writing and close to it in mathematics.
is well planned and all pupils understand from
the start of lessons what skills they are
aiming to achieve by the end.
Behaviour is good around the school. Pupils
The leadership of the new headteacher is very
Staff share the headteacher’s ambition and
The governing body has an accurate view of
take a pride in their appearance in school and
they are rightly proud of their work in class.
good and her management of teaching and
learning has improved the quality of teaching
in the school.
sense of purpose to further improve pupils’
already good achievement.
the school’s performance and ensures that
teaching is good.
Standards in reading at Key Stage 1 are not
as high as in mathematics or writing.
Comments in pupils’ mathematics books do not
provide sufficient guidance to pupils about how
to improve their work.

Information about this inspection

  • Red Hall is slightly smaller than the average-sized primary school.
  • The proportion of pupils supported by the pupil premium is well above average. The pupil
    premium is additional funding for pupils who are known to be eligible for free school meals,
    children from service families and children that are looked after by the local authority.
  • The proportion of pupils supported through school action is well above average, as is the
    proportion at school action plus or with a statement of special educational needs.
  • Most pupils are of White British heritage.
  • The vast majority of pupils speak English as their first language.
  • There have been significant staffing changes to the school since February 2013.
  • The present headteacher took up post in September 2013.
  • The school meets the government’s current floor standards, which are the minimum
    expectations for pupils’ attainment and progress in English and mathematics by the end of Year

Inspection team

Frank Cain, Lead inspector Additional Inspector
James Hannah Additional Inspector

Full report

Information about this school

  • Inspectors visited 19 lessons or parts of lessons taught by eight different teachers. Two were
    observed jointly with the headteacher and the literacy coordinator. The headteacher also joined
    inspectors in the scrutiny of pupils’ work.
  • Inspectors listened to pupils read and talked to them about how much reading they do, as well
    as looking at their work in class.
  • Discussions took place with members of the governing body, staff and groups of pupils; a
    telephone conversation was held with a representative of the local authority.
  • Documents were examined, including those relating to safeguarding, the school’s improvement
    plan and records of the school’s checks on teaching and learning, as well as the school’s own
    assessment data.
  • There were too few responses to the online questionnaire (Parent View) to be taken into
    account. The inspection took into account the views of 64 parents and 147 pupils in the school’s
    own survey. Twenty-six members of staff completed questionnaires about their views of the

What does the school need to do to improve further?

  • Improve the quality of teaching further so that pupils do even better, by:
    giving pupils more opportunities to develop a greater enjoyment of reading at Key Stage 1
    ensuring that marking in mathematics informs pupils of what they need to do to improve
    impressing upon pupils the importance of responding to the advice given and ensuring they
    are given the opportunity to do so.

Inspection judgements

The achievement of pupils is good
  • When children enter the school, they have skills which are well below those typically expected
    for their age. Although these skills are still below national averages by the time they leave the
    Early Years Foundation Stage, children have made good progress from their starting points.
  • Children in the Nursery engage enthusiastically in a range of activities, for example, clapping
    their hands to develop early counting skills. Some are able to count to ten. A follow-up activity
    from a recent farm visit saw children quickly developing their literacy skills by identifying the
    sound that animal names begin with.
  • Pupils in the Early Years Foundation Stage learn the sounds that letters in the alphabet make
    (phonics) and they are able to recognise sounds, such as ‘ee’, in pieces of writing. Reading,
    although improving over several years, is still a weakness in Key Stage 1, as pupils do not do
    enough reading for pleasure. By the end of Key Stage 2, however, pupils read very fluently and
    so are well prepared to move on to secondary education.
  • Standards are rising in Key Stage 1, but progress here is slower. Over the last three years, pupils
    in Key Stage 2 have made excellent progress: by the end of Year 6, they reach standards in
    reading and writing that are above the national average and close to average in mathematics.
  • Pupils from minority ethnic groups, including those learning English as an additional language,
    make good progress.
  • Pupils with a disability or special educational needs are more than two terms ahead of similar
    pupils nationally by the time they reach Year 6. They achieve well because their needs are
    quickly and precisely pinpointed, and additional support is carefully matched accordingly.
  • The most able pupils make good progress and school’s records and inspection evidence confirms
    this. In a Year 3 English lesson, the most able pupils were given a very challenging task of
    making a direct comparison of two characters in a story. In Year 6, the most able pupils
    compare Japanese haiku poetry with examples of English poetry.
  • Pupils supported by the pupil premium funding, including those known to be eligible for free
    school meals achieve well. In Year 6 in 2013, the attainment of eligible pupils overall in reading,
    writing and mathematics was about a term behind others pupils in the school. This gap is
    narrower than the gap between these groups of pupils nationally. The attainment of eligible
    pupils is above the attainment of similar pupils nationally. This shows the school’s success in
    narrowing the gap in achievement and in ensuring that pupils have equal opportunities to do
The quality of teaching is good
  • Teaching is typically good and occasionally outstanding. The school’s records show that
    weaknesses in teaching are tackled and good support is given to teachers to help them to
  • Pupils are given work that is appropriate and relevant, and has the right level of difficulty to
    make them think hard.
  • Pupils rate their teachers highly and enjoy their lessons. When a child in Nursery was asked if
    she liked her schoolwork, she yelled, ‘Yeah’ at the top of her voice and ran off to join her
  • Pupils know their targets for literacy and numeracy. These are clearly visible on laminated card
    on their desks. Older pupils point to the back of their books where they can find out exactly
    what they must do to hit their national curriculum target in forthcoming tests.
  • There are high expectations of pupils and their understanding is checked with skilful questioning
    before they move onto new work.
  • Pupils always know what they are expected to achieve in lessons. They use self-assessment to
    determine how well they are doing during lessons. This was seen, for example, in a Year 6
    mathematics lesson on angles in triangles. Challenging questions make pupils think hard and
    provide evidence of how well they are doing.
  • Teaching assistants are a strength of the school. They work well with teachers to plan lessons
    and assess how well pupils are doing. In the Early Years Foundation Stage, they give out
    informative stickers to children to show what they have achieved in the lesson, such as ‘I know
    where eggs come from.’
  • The work in pupils’ books, particularly in English, is of a high quality. Pupils receive good
    information on how to improve their work in English but this is not always the case in
The behaviour and safety of pupils are good
  • The behaviour of pupils is good.
  • Pupils’ attitude to work is good and they waste little time getting down to their tasks.
  • Pupils are polite and friendly to visitors. They smile and politely say ‘Hello’.
  • Pupils are very proud of their work and their literacy books show that they care about the
    presentation of their stories and poems. Pupils are encouraged to produce neat work with good
    handwriting, by earning the right to work in pen rather than pencil. They show a sense of
    achievement when they gain their ‘pen licences’.
  • Pupils move around the school sensibly, showing consideration for others. There is very little
    litter around the school.
  • In lessons, there is occasionally some low-level disruption but this is dealt with very effectively
    by staff. All pupils are aware of the consequences of unacceptable behaviour.
  • Pupils say that there is no bullying in school, although there is some boisterous behaviour on the
    playground. A few parents and pupils express concern about behaviour but well-kept school
    records show that there are few incidents of serious misbehaviour. There have been no
    exclusions for more than two years.
  • Pupils learn to behave well right from the Nursery. Well-chosen methods, such as singing and
    clapping along to ‘Do as I do’, help pupils to learn to follow instructions closely.
  • The attendance of pupils has been low but has improved significantly recently. It is now broadly
    average, and the number of pupils absent for long periods has declined sharply to below the
    national average.
  • The school’s work to keep pupils safe and secure is outstanding.
  • All pupils said they felt safe in school because of the security procedures. They said that visitors
    have badges, doors have ‘special locks’ on them and there are lots of adults to turn to.
  • Parents think that their children are very safe and inspection evidence confirms this.
  • The primary school sport funding is contributing to giving pupils a particularly good
    understanding of how to stay healthy.
  • Older pupils are very aware of how to keep themselves safe, for example when using computers,
    and all can explain what they have to do in case of a fire in school. Even the very youngest
    children in school understand how to stay safe. For example, in the Nursery, a child playing with
    a toy iron pointed out that at home irons get very hot. Another pretending to make toast said
    that at home the toaster could ‘burn me and I’d have to go to hospital’.
  • The school has exemplary records regarding its most vulnerable pupils, which not only indicate
    what staff are doing to help them but also show how successful this work is in improving
    attendance, behaviour and achievement.
  • Staff have very good training regarding the safeguarding of children and they know precisely
    how to react in the event of any incident involving the safety of the pupils.
The leadership and management are good
  • Staffing difficulties have temporarily reduced the number of senior and middle leaders in the
    school, but those who presently hold posts of responsibility work well with the headteacher to
    monitor teaching and learning.
  • The headteacher, in a short time, has made a significant impact on the school. New procedures
    to encourage children to attend and be punctual have been very successful.
  • The headteacher’s leadership of teaching and learning is good. It is having a very positive
    impact on improving the quality of teaching. She teaches ‘model lessons’ and helps effectively
    with planning pupils’ learning.
  • The quality of school documentation concerning the management of teaching and learning is
    very good.
  • All staff and members of the governing body support the headteacher’s aims for the school.
  • Links with parents are good and improving, helped by the parent support worker who holds
    popular sessions for parents.
  • The leaders of key areas of the school monitor their subjects effectively and conduct lesson
    observations as well as scrutinise pupils’ work. They report back to staff and give feedback on
    how teaching and learning might be improved.
  • The new primary school sport funding has helped to encourage more pupils to take part in
    activities to promote a healthy lifestyle, such as considering the importance of diet on health.
    Staff monitor the success of new sports coaching well, to ensure they are getting value for
  • The local authority has provided valuable support to the members of the governing body so that
    they are effective in challenging the school, but as yet there has been little support and
    challenge for a newly appointed headteacher in a new authority.
  • Safeguarding meets requirements.
  • The governance of the school:
    Many of the members on the governing body are new and admit that they have found the
    experience to be ‘a steep learning curve’. Nevertheless, they now have a good understanding
    of the information available to indicate how well pupils are doing and what the quality of
    teaching is like. They check the impact of support paid for by the pupil premium funding on
    the progress of those who are entitled to it. This allows them to challenge the headteacher
    effectively. The governing body has worked well to ensure safeguarding arrangements are
    robust and that pupils are kept safe. Governors make certain teachers’ rewards and career
    progression is closely matched to classroom performance.

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 114183
Local authority Darlington
Inspection number 431321

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 209
Appropriate authority The governing body
Chair Rev. S Bruce
Headteacher Ms J Davidson
Date of previous school inspection 31 March 2009
Telephone number 01325 254770
Fax number 01325 254774
Email address reveal email: adm…


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