Stocksfield Avenue Primary School
Tyne and Wear
phone: 0191 2748434
headteacher: Miss Sarah Knowles
420 pupils capacity: 112% full
240 boys 51%
230 girls 49%
Last updated: June 19, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 420977, Northing: 565265
- GPS coordinates
- Latitude: 54.982, Longitude: -1.6738
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 21, 2012
- Region › Const. › Ward
- North East › Newcastle upon Tyne Central › Fenham
- Urban > 10k - less sparse
- Private Finance Initiative
- Part of PFI
- Free school meals %
- Trust school
- Is supported by a Trust
- Newcastle North West Learning Trust
- 0.1 miles Ashlyns Unit NE52DX
- 0.1 miles The Silverhill School NE52DX
- 0.2 miles St Cuthbert's High School NE157PX
- 0.2 miles St Cuthbert's High School NE157PX (1103 pupils)
- 0.4 miles Hadrian School NE156PY (132 pupils)
- 0.5 miles English Martyrs' RC Primary School NE52SA (468 pupils)
- 0.5 miles Pendower Primary School NE156PE
- 0.6 miles Sacred Heart RC Primary School NE49XZ (208 pupils)
- 0.6 miles St Bede's RC Primary School NE157HS (213 pupils)
- 0.6 miles West Gate Community College NE49LU
- 0.6 miles Sacred Heart High School NE49YH
- 0.6 miles Pendower Hall School NE156PY
- 0.6 miles Rutherford School NE49LU
- 0.6 miles Redewood School NE52ST
- 0.6 miles Sacred Heart Catholic High School NE49YH (1449 pupils)
- 0.7 miles Valley View Nursery School NE156NR
- 0.7 miles Oakwood Pupil Referral Unit NE48XJ
- 0.7 miles Cowgate Primary School NE49SJ
- 0.7 miles Bridgewater Primary School NE156NL (256 pupils)
- 0.7 miles Thomas Walling Primary School NE53PL (414 pupils)
- 0.7 miles Oakfield College NE48XJ
- 0.7 miles Delaval Infant and Nursery School NE156NR
- 0.7 miles Oakfield College NE48XJ
- 0.7 miles Condercum House School NE48XJ
Stocksfield Avenue Primary
St Cuthbert’s Road, Fenham, Newcastle-upon-Tyne, Tyne and Wear, NE5 2DQ
|Inspection dates||21–22 November 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||Good||2|
Summary of key findings for parents and pupils
This is a good school
It is not yet an outstanding school because
| Children get a very good start to their time in |
Pupils make good progress in Key Stage 1
Pupils make good, and sometimes better,
Pupils who are disabled or have special
school due to good provision in the Nursery
and teaching that is sometimes outstanding
in the Reception class.
and enter Year 3 with standards that are
above average overall due to teaching that is
at least good and sometimes better.
progress across Key Stage 2 as teaching
accelerates their progress particularly in Year
6. Consequently, pupils leave with standards
that are well above average.
educational needs also make better than
expected progress as the school is very
effective at supporting pupils with specific
| Teaching has improved across the school and |
Pupils’ behaviour is outstanding as they work
The headteacher provides inspirational and
Governors are very knowledgeable and provide
is now good with some that is outstanding.
Teachers’ very effective questioning promotes
pupils’ speaking and listening skills and this
accelerates pupils’ progress.
and play exceptionally well together. They
respond well to their teachers in and out of
lessons and are very keen to learn. They have
an excellent understanding of how to keep
visionary leadership. She is ably supported by
a strong leadership team and a very effective
and supportive deputy headteacher. They have
been instrumental in driving improvement
across the school.
strong support and challenge.
| Although progress in writing is inconsistent at |
Key Stage 2, it is improving .Further time is
needed to embed the good practice used in
marking at Key Stage 1.
| Teaching is not yet consistently outstanding. |
The structure of lessons does not sufficiently
accelerate progress for all pupils.
Information about this inspection
- Inspectors observed 37 lessons or parts of lessons of which four were joint observations with
the headteacher. In addition, they listened to some Year 2 pupils read and observed teaching
assistants working with pupils both in and out of lessons.
- Inspectors talked to a range of pupils about the school, including at playtimes and lunchtimes,
as well as one specific group about their work and play in school.
- They met with four members of the governing body as well as teaching staff, including senior
and middle leaders. They also met with a local authority representative about support for the
- Inspectors took account of 27 responses to the on-line questionnaire (Parent View) in planning
the inspection. They also looked at the school’s parent and pupil questionnaires and considered
specific comments received from two parents and one member of staff by letter.
- They observed the overall work of the school including its school-improvement plans, minutes of
the meetings of the governing body and school action plans. They also looked at documents
relating to safeguarding, behaviour and attendance.
- Inspectors also looked at a wide range of other evidence including pupils’ current work in books
across the whole school, and evidence on the school website representing the school’s wider
|David Shearsmith, Lead inspector||Additional Inspector|
|Anne Firth||Additional Inspector|
|Kathleen Mullen||Additional Inspector|
Information about this school
- The school is a well above average sized primary school.
- An average proportion of pupils are eligible for the pupil premium.
- An average proportion of pupils are supported at school action. A below average proportion of
pupils are supported at school action plus or have a statement of special educational needs.
- Most pupils are of White British heritage although there is a growing proportion of pupils who
speak English as an additional language.
- The school has achieved the Healthy School, Eco School Green Flag and International School
- The school meets the current government floor standards, which set the minimum expectations
for schools in terms of standards and progress.
- The deputy headteacher has been appointed since the last inspection.
- The school has a children’s centre and out-of-school provision that is not managed by the
governing body and is subject to a separate inspection by Ofsted. Its report will be available on
the Ofsted website.
What does the school need to do to improve further?
- Improve the consistency of progress in writing across Key Stage 2 by:
- embedding the good practice of marking writing, in Key Stage 1
- improving pupils’ handwriting and presentation skills so that they are more efficient and
effective when writing.
- Improve teaching so that it is consistently outstanding by:
- developing a more investigative approach to learning in order to accelerate pupils’ progress in
- providing a better balance in lessons between teacher-led and pupils’ independent learning, to
allow pupils to accelerate their own progress
- ensuring that work in lessons allows the less-able pupils to be more independent in their
- improving marking in mathematics so that it clarifies pupils’ misunderstandings.
|The achievement of pupils||is good|
- Achievement is good and sometimes outstanding as teaching has substantially improved since
the last inspection. Data have been used well to drive improvement, with aspirational targets set
for pupils and teachers, to accelerate pupils’ progress.
- Children get a really good start to their time in school. They usually join the Nursery with skills
that are typical for their age and they make good, and sometimes outstanding, progress. In
Reception their needs are particularly well met through some outstanding group learning
activities and well developed outdoor learning.
- Pupils make good, and sometimes better, progress in Key Stage 1 as some teaching, particularly
in mathematics, is outstanding. They make good progress in reading due to the good quality
teaching of the sounds that letters make (phonics). Good questioning and the effective use of
picture clues also develop pupils’ understanding of the text further. By the end of Key Stage 1
standards in reading, writing and mathematics are above average.
- Pupils make good, and sometimes better, progress overall in reading and mathematics at Key
Progress in writing has, over time, been inconsistent but is now improving as marking
practice becomes more embedded.
- By the time pupils reach the end of Key Stage 2 standards are well above average overall.
Standards in writing across Key Stage 2 are closer to average but improving. Attainment is
continuing to rise and progress is beginning to accelerate, particularly in Year 6.
- Disabled pupils and those who have special educational needs make good, and sometimes
better, progress as the school is committed to ensuring they receive good quality support.
Support is well planned and pupils work with teaching assistants who are skilful in meeting their
- Pupils entitled to money from the government through the pupil premium and those who speak
English as an additional language also make good progress due to well targeted support.
|The quality of teaching||is good|
- Teaching is good overall and a growing proportion is outstanding due to the school’s
commitment to improving the quality of teaching.
- Teachers use questioning exceptionally well to probe pupils’ understanding and to accelerate
their progress. Pupils’ speaking and listening skills are well developed as pupils are encouraged
to discuss and develop their thinking.
- Teachers share with pupils what they are learning about in lessons and they use targets well to
support pupils’ learning. Pupils also use these targets well and are able to assess their own
learning and whether or not they have achieved their objective.
- Teachers use marking well in order to accelerate pupils’ progress. Occasionally, marking in
mathematics and writing needs to clarify misunderstandings in more detail.
- Occasionally, there is not a good enough balance in lessons between teacher-led learning and
pupils’ independent work. This limits pupils’ progress. For example, while the teaching in a
writing lesson for Year 6 pupils was good, the lesson structure did not allow pupils enough
opportunity for investigative work to move their learning forward at a faster rate.
- Teachers meet pupils’ needs well in the majority of lessons. Occasionally, the less-able pupils are
not always provided with activities to help them to work on their own. In a mathematics lesson
about measuring in Year 2, the less-able pupils were able to make outstanding progress due to
the way their learning was supported through the use of practical mathematical equipment and
activities that enabled them to work on their own.
- The teaching of disabled pupils and those who have special educational needs is well adapted
according to their needs. They receive a good, balanced diet of specific work and support that
ensures they make the same good progress as their classmates.
- Pupils who are entitled to pupil premium funding to support their needs make good progress
overall in lessons. The school has worked hard to close the gap regarding their progress,
compared with others. This gap is now closing due to better teaching.
- Pupils greatly enjoy completing their learning logs at home. The logs enable pupils to use their
skills independently and allow them to pursue their own interests. A few pupils showed
exceptional skills in the way they presented their work and their overall creativity.
|The behaviour and safety of pupils||are outstanding|
- Pupils behave exceptionally well in and around the school. They work and play together well,
particularly at playtimes and during lunchtimes. They socialise well in the dining hall.
- Pupils were keen to tell inspectors that there was no bullying in the school and that all staff were
really helpful if they needed assistance. The school has very good procedures to deal with
bullying. As part of anti-bullying week, the school conducted an excellent assembly about David
and Goliath to help pupils understand about what bullying really is.
- Pupils say that they very much enjoy coming to school because of the wide range of activities
that the school provides before, after and during school time. A very well attended after-school
football session was thoroughly enjoyed by all pupils.
- Pupils say that they feel really safe in school. They also have an excellent understanding of how
to keep safe in a range of contexts, including using the internet and mobile phones. The school’s
website also provides valuable information about e-safety.
- Attendance is now average and continuing to rise as the school has good procedures in place to
ensure all pupils attend well. Pupils are punctual to school and to lessons, as they are keen to
- The school’s curriculum supports pupils’ personal development well. Pupils are encouraged to
take responsibility in and around the school and they support each other exceptionally well when
they play and work together.
|The leadership and management||are good|
- The headteacher provides outstanding leadership which, since she arrived at the school, has had
a very positive impact on teaching, pupil outcomes and the rigorous systems that now underpin
the work of the school.
- The deputy headteacher provides good support for teaching and learning as well as working in a
strong partnership with the headteacher to drive improvement. Other leaders also provide good
support to the school’s overall improvement.
- Accurate checking of the school strengths and weaknesses, tracking of data and the
comprehensive monitoring of teaching and learning have been key to the school’s rapid
progress. The school knows itself very well and has identified accurately key areas for
- Performance management has been used very effectively to improve teaching and drive up
standards. Teachers have clear targets for improvement that have had a positive impact on pupil
outcomes. Good professional development has further promoted improvements in teaching.
- The school’s curriculum is developing well and provides pupils with a growing number of
memorable experiences. It gives good support to pupils’ learning and progress. It is increasingly
meeting pupils’ needs through well planned creative activities that inspire pupils to learn.
- The school works with a wide range of partners. It has particularly strong links with its partner
secondary school, with teachers working across the two schools for the benefit of pupils and
their own professional development.
- The local authority has provided good support to the school on its journey of improvement since
the last inspection.
- Engagement with parents has been a key area for improvement. The school now has a wide
range of opportunities to involve parents in their child’s learning, for example, parents were seen
working with their children on mathematics. They were keen to have the opportunity to share
learning experiences with their children.
- The school has a strong commitment to ensuring pupils are safe and its safeguarding procedures
- The governance of the school:
- Provides the school with good support and challenge. Governors have a wide range of skills
and are keen to improve governance further. They have been instrumental in supporting
senior leaders in the drive for improvement. Governors have key areas of responsibility and
work well with all staff. Through their involvement in the school’s checking of its effectiveness,
they have a clear idea of the school’s strengths and areas for development.
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||108477|
|Local authority||Newcastle Upon Tyne|
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||470|
|Appropriate authority||The governing body|
|Date of previous school inspection||4 October 2010|
|Telephone number||0191 274 8434|
|Fax number||0191 274 9022|