Stephenson Memorial Primary School
Tyne and Wear
phone: 0191 2007365
headteacher: Mrs Emma Overton
420 pupils capacity: 97% full
215 boys 53%
190 girls 47%
Last updated: June 19, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 432275, Northing: 566938
- GPS coordinates
- Latitude: 54.996, Longitude: -1.4971
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 24, 2012
- Region › Const. › Ward
- North East › North Tyneside › Riverside
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- The North Tyneside Learning Trust
- 0.1 miles Bewicke First School NE280AL
- 0.2 miles Stephenson Memorial Middle School NE280JQ
- 0.3 miles Denbigh Community Primary School NE280DS (386 pupils)
- 0.3 miles Willington First School NE280DS
- 0.4 miles Willington Middle School NE280PP
- 0.7 miles Holy Cross Roman Catholic Primary School Aided NE280EP (242 pupils)
- 0.7 miles Wallsend St Peter's CofE Aided Primary School NE286PY (226 pupils)
- 0.7 miles Churchill Community College NE287TN (734 pupils)
- 0.7 miles Langdale Community Middle School NE280HG
- 0.8 miles Silverdale School NE280HG (54 pupils)
- 0.9 miles Senior Tutorial Centre NE287LQ
- 0.9 miles Percy Main Primary School NE296JA (225 pupils)
- 0.9 miles Central Middle School NE287LQ
- 0.9 miles Burnside Business and Enterprise College NE287LQ (1286 pupils)
- 1 mile North Shields Nursery School NE296HS
- 1 mile Percy St John's CofE Aided Primary School NE296HS
- 1 mile St Peter's CofE Primary School NE323PB
- 1 mile Brancepeth Road Nursery School NE311SJ
- 1 mile Quay County Infants' School NE311SJ
- 1 mile North Tyneside College NE289NJ
- 1 mile Tyne Metropolitan College NE289NL
- 1.1 mile Richardson Dees Primary School NE287RT (245 pupils)
- 1.1 mile Dunn Street Nursery School NE323QH
- 1.1 mile St Oswald's CofE Aided Primary School NE311HT (216 pupils)
Stephenson Memorial Primary
Martin Road, Wallsend, Tyne and Wear. NE28 0AG
|Inspection dates||24–25 October 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school because
It is not yet an outstanding school because
| Attainment is rising rapidly particularly in reading |
Children in the Nursery and Reception make
The curriculum provides a wide range of
and writing and is now closer to national
averages. Pupils make good progress because of
good quality teaching.
good progress. They enjoy the interesting
stimulating activities which enthuse and engage
the pupils. Pupils’ spiritual, moral, social and
cultural development is strong. The curriculum is
enhanced by a variety of visitors and visits.
| Pupils are well motivated and keen to learn. |
The headteacher, senior leaders and the
Attendance is now above average.
Pupils’ behaviour is exemplary. They are
polite and well mannered and their
motivation to learn is outstanding. They feel
safe in the school and also know how to
keep themselves and others safe.
governing body together have brought
about rapid improvements in the quality of
teaching which has had a significant impact
upon pupils’ learning and progress. The
staff team are committed to providing the
best for the pupils.
| There are still gaps in some pupils’ learning, |
Standards and achievement in mathematics
particularly in mathematics, due to previous
have not improved as quickly as in reading and
| In some lessons, pupils do not learn as |
quickly as they might because they are not
challenged enough in their learning. Whilst
this is more obvious for the most able, this
is something to consider for all pupils.
Information about this inspection
- Inspectors observed 23 lessons, five of which were joint observations with the headteacher. The
headteacher and lead inspector also visited classes and intervention groups to observe teaching
across the school. Inspectors heard pupils read and observed small groups of pupils being
- Meetings were held with the headteacher, senior and middle leaders, members of the governing
body, including the Chair of Governors and the local authority school improvement officer.
Inspectors met with two groups of pupils and spoke to parents informally.
- Inspectors took account took account of parents’ views in the online questionnaire (Parent View)
and other correspondence from parents.
- They looked at pupils’ work in books and scrutinised school documents. This included past and
current pupil data about attainment and progress, monitoring information, performance
management information and training and records relating to safeguarding, behaviour,
exclusions and attendance.
|Janet Greaves, Lead inspector||Additional Inspector|
|Anne Humble||Additional Inspector|
|Graeme Clarke||Additional Inspector|
Information about this school
- The school is much larger than the average-sized primary school.
- Most pupils are from a White British background though there are an increasing proportion of
pupils from minority ethnic groups, many of whom speak English as an additional language.
- The proportion of pupils known to be eligible for pupil premium funding is well above the
- The proportion of pupils supported at school action is well above average as is the proportion
supported by school action plus or with a statement of special educational needs.
- The school has achieved many awards. These include Basic Skills Quality Mark and ECO School
- There is on-site childcare provision that is not managed by the governing body.
- The school meets the current floor standards, which set out the government’s minimum
expectations for attainment and progress.
What does the school need to do to improve further?
- Extend throughout the school the successful work being done to raise standards and increase
the rate of all pupils’ progress, particularly in mathematics, by:
ensuring teaching is consistently good or better throughout the school by drawing on the
expertise of the most skilful teachers to help the less experienced teachers
ensuring that in Nursery and Reception year groups, mathematics, particularly calculation, is
taught using both the indoor and outdoor areas
improving the quality of questioning in order to increase the level of challenge for pupils,
including the more able
developing pupils’ mental numeracy skills progressively throughout the school
providing additional support for those pupils where there has been underachievement in the
past to ensure that there are no remaining gaps in their knowledge and understanding.
|The achievement of pupils||is good|
- Children start school with skills that are well below those typical for their age, particularly in
communication skills. By the end of the Reception Year, they have skills that are still below but
closer to those typical for their age. They make good progress because of good teaching. An
effective programme ensures that children learn about letters and the sounds they make, so
reading skills are improving quickly as pupils move into Year 1.
- Attainment at the end of Year 2 is steadily increasing although there was a dip in standards in
2012 because of previous underachievement. This year group also had a greater proportion of
pupils whose starting points were low. Although many pupils did not reach national standards
they made good progress.
- Work in pupils’ books and school data indicate that pupils in Year 5 and 6 are set to attain
standards that are broadly average by the end of Year 6. Pupils across Key Stage 1 and Key
Stage 2 make good progress, although in Years 3 and 4 they still have gaps in their knowledge
and understanding, particularly in mathematics and numeracy skills development, due to
- The progress of pupils with special educational needs is good overall, with many of these pupils
making outstanding progress, particularly in reading and writing.
- The performance gap between those pupils who are known to be eligible for pupil premium
funding and other pupil groups is closing because of well-targeted intervention and support. The
gap is narrower in reading and writing than in mathematics. This includes mental numeracy skills
development, which is not taught consistently across the school.
- The emphasis the school has placed on developing communication skills has helped all pupils,
including those for whom English is an additional language, to make good progress in reading
and writing. This, and the good progress made by other pupils from minority ethnic groups,
shows the school’s successful commitment to promoting equality of opportunity for all its pupils.
- Progress is better in reading and writing than in mathematics. Leaders have started to take
effective action to improve progress in mathematics although this improvement is not yet
evident throughout the school. Professional development for staff and well planned support for
pupils is beginning to address gaps in learning.
|The quality of teaching||is good|
- Teachers’ high expectations are evident in planning and in lessons where a wide range of
teaching methods are used to enable pupils to make good progress.
- Well-planned activities meet the needs and interests of pupils, alongside effective small group
support provided by skilled support staff that makes an important and effective contribution to
- Excellent relationships between staff and pupils help pupils enjoy their learning and their
motivation to succeed is evident. In a mathematics lesson, for example, pupils were working out
amounts of food needed to make enough soup using various methods of multiplication. They
worked with great enthusiasm and spoke confidently about their learning.
- Children in Nursery and Reception enjoy a wide range of exciting activities. In the ‘Reach for the
Stars’ theme, children were making a large rocket with large construction materials. The
teaching of letters and the sounds they make is effective and contributes to the children’s early
reading development though opportunities to increase mathematical development, particularly in
calculation, are not established enough to have had a positive impact upon outcomes.
- Lessons are briskly paced and provide challenge for all pupil groups. Teachers review the
learning at the end of lessons, allowing pupils to evaluate their own learning.
- Pupils develop their basic skills across all areas of the curriculum. Work from a recent STEM
week (science, technology, engineering and mathematics) shows how they practise their writing
and use mathematics in real situations.
- The emphasis on developing communication skills is having a positive impact on all pupil groups
including those who speak English as an additional language. Following Harvest Assembly, for
example, pupils in Year 6 wrote about world poverty. They discussed their ideas about how they
could help with some very thoughtful responses during reflection time. This helped to develop
their spiritual, moral, social and cultural understanding.
- Marking is usually effective, particularly in writing, with guidance provided for pupils about their
next steps in learning. In some lessons, pupils are not clear what they need to do and this slows
the pace of learning. Sometimes questioning is not used effectively enough to challenge pupils
to learn, particularly for the most able.
|The behaviour and safety of pupils||is outstanding|
- Pupils’ behaviour in lessons and around the school is typically exemplary. Pupils are hard
working and keen to learn, particularly in lessons that are well paced, interesting and also
challenge their thinking. The quality and quantity of work in pupils’ books demonstrates their
hard work and commitment and also reflects on the staff team’s dedication to ensuring pupils
are able to achieve well.
- Pupils are polite and well mannered towards each other and to the adults in the school.
Playtimes and lunchtimes are orderly and calm. Pupils take on a wide range of responsibilities
such as House Captains and Buddies. They are proud of the school and talk about how much
they enjoy their learning.
- Pupils feel safe at the school and state that bullying occurs very rarely and that the adults in the
school look after them if they do have any problems. Pupils understand about the potential
dangers of the internet. They also are well aware of dangers in other circumstances such as
road and fire safety and how to behave responsibly.
- Parents support the view that their children are very happy and feel safe.
- Attendance has improved greatly and is now above average. Exclusions are rare due to the
supportive nature of the school, which encourages good behaviour and supports those who need
help in managing their own behaviour.
- The Breakfast Club is very well attended and provides an excellent start to the school day. Pupils
are able to meet socially before the school day begins.
|The leadership and management||is outstanding|
- The outstanding impact of school leadership is evident in the much improved quality of teaching
and in rapidly accelerating pupil progress. A strong common sense of purpose amongst all
leaders and governors has improved behaviour, attendance, teaching, attainment and
achievement. All leaders have a very good understanding of performance data and use it to
identify strengths and areas for improvement.
- The school has very successfully improved teaching but the staff team continues to strive
exceptionally hard for further improvement, ably led by the headteacher, who has relentlessly
driven the actions that have led to rapidly improved standards and the current good and
accelerating rate of progress. The management of teachers’ performance has played a key part
in improving teaching and standards, leading to pupils’ better rates of progress. The school’s
excellent professional training programme includes team teaching, mentoring, coaching and the
sharing of good practice, although school leadership recognises that there is still further scope to
share the best practice of the most skilful teachers with their less experienced colleagues.
- The rich curriculum includes visits and visitors to extend pupils’ experiences and promotes their
strong spiritual, moral, social and cultural development. It is derived from pupils’ own interests,
ensuring that they are enthusiastic learners. Homework is interesting and strongly linked to what
is being taught in lessons.
- The parent/school partnership is very strong. Parents are extremely pleased with what the
school provides for their children. They enjoy the many opportunities to support learning and
many volunteer to hear readers. Their involvement is encouraged at the start of their children’s
school life. In the Nursery, for example, children proudly show parents their achievement in
learning journals. Staff and parents regularly discuss the children’s strengths and areas for
- Safeguarding is meticulously managed and meets statutory requirements. There are strong links
with many agencies that provide additional support for pupils and families.
- The local authority has provided excellent support and guidance which has enabled the school to
accelerate the rate of progress for pupils.
- The governance of the school:
Governors are involved in all aspects of monitoring the effectiveness of the school. Individual
governors are members of working groups alongside leaders and other members of staff.
They are closely involved in decisions to do with salary progression and have made important
assessments, which have improved the quality of teaching. Governors are fully aware of the
details of pupil premium spending and have allocated funding successfully, helping many
potentially vulnerable pupils to make good and often outstanding progress.
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||108597|
|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||388|
|Appropriate authority||The governing body|
|Chair||Mrs Carole Taylor|
|Headteacher||Mrs Emma Overton|
|Date of previous school inspection||28 September 2010|
|Telephone number||0191 2007365|
|Fax number||0191 2006957|