School etc

Stephenson Memorial Primary School

Stephenson Memorial Primary School
Martin Road
Wallsend
Tyne and Wear
NE280AG

0191 2007365

Headteacher: Mrs Emma Overton

School holidays for Stephenson Memorial Primary School via North Tyneside council

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407 pupils aged 2—10y mixed gender
420 pupils capacity: 97% full

215 boys 53%

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190 girls 47%

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Last updated: June 19, 2014


Primary — Foundation School

URN
108597
Education phase
Primary
Establishment type
Foundation School
Establishment #
2070
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
Area
Urban > 10k - less sparse
Free school meals %
31.90
Trust school
Is supported by a Trust
Trust
The North Tyneside Learning Trust

Rooms & flats to rent in Wallsend

Schools nearby

  1. 0.1 miles Bewicke First School NE280AL
  2. 0.2 miles Stephenson Memorial Middle School NE280JQ
  3. 0.3 miles Denbigh Community Primary School NE280DS (386 pupils)
  4. 0.3 miles Willington First School NE280DS
  5. 0.4 miles Willington Middle School NE280PP
  6. 0.7 miles Holy Cross Roman Catholic Primary School Aided NE280EP (242 pupils)
  7. 0.7 miles Wallsend St Peter's CofE Aided Primary School NE286PY (226 pupils)
  8. 0.7 miles Churchill Community College NE287TN (734 pupils)
  9. 0.7 miles Langdale Community Middle School NE280HG
  10. 0.8 miles Silverdale School NE280HG (54 pupils)
  11. 0.9 miles Senior Tutorial Centre NE287LQ
  12. 0.9 miles Percy Main Primary School NE296JA (225 pupils)
  13. 0.9 miles Central Middle School NE287LQ
  14. 0.9 miles Burnside Business and Enterprise College NE287LQ (1286 pupils)
  15. 1 mile North Shields Nursery School NE296HS
  16. 1 mile Percy St John's CofE Aided Primary School NE296HS
  17. 1 mile St Peter's CofE Primary School NE323PB
  18. 1 mile Brancepeth Road Nursery School NE311SJ
  19. 1 mile Quay County Infants' School NE311SJ
  20. 1 mile North Tyneside College NE289NJ
  21. 1 mile Tyne Metropolitan College NE289NL
  22. 1.1 mile Richardson Dees Primary School NE287RT (245 pupils)
  23. 1.1 mile Dunn Street Nursery School NE323QH
  24. 1.1 mile St Oswald's CofE Aided Primary School NE311HT (216 pupils)

List of schools in Wallsend

Ofsted report transcript

School report

Stephenson Memorial Primary

School

Martin Road, Wallsend, Tyne and Wear. NE28 0AG

Inspection dates 24–25 October 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
activities provided.
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
underachievement.
have not improved as quickly as in reading and
writing.
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
    taught.
  • 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.

Inspection team

Janet Greaves, Lead inspector Additional Inspector
Anne Humble Additional Inspector
Graeme Clarke Additional Inspector

Full report

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
    national average.
  • 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
    Gold Award.
  • 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.

Inspection judgements

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
    previous underachievement.
  • 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
    learning.
  • 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
    development.
  • 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

School

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
improvement
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 108597
Local authority North Tyneside
Inspection number 405180

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 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
Email address StephensonMemorial.Primary@northtyneside.gov.uk

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