School etc

Stocksfield Avenue Primary School

Stocksfield Avenue Primary School
St Cuthbert's Road
Tyne and Wear

phone: 0191 2748434

headteacher: Miss Sarah Knowles

reveal email: sara…


school holidays: via Newcastle upon Tyne council

471 pupils aged 3—10y mixed gender
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

rooms to rent in Newcastle Upon Tyne

Schools nearby

  1. 0.1 miles Ashlyns Unit NE52DX
  2. 0.1 miles The Silverhill School NE52DX
  3. 0.2 miles St Cuthbert's High School NE157PX
  4. 0.2 miles St Cuthbert's High School NE157PX (1103 pupils)
  5. 0.4 miles Hadrian School NE156PY (132 pupils)
  6. 0.5 miles English Martyrs' RC Primary School NE52SA (468 pupils)
  7. 0.5 miles Pendower Primary School NE156PE
  8. 0.6 miles Sacred Heart RC Primary School NE49XZ (208 pupils)
  9. 0.6 miles St Bede's RC Primary School NE157HS (213 pupils)
  10. 0.6 miles West Gate Community College NE49LU
  11. 0.6 miles Sacred Heart High School NE49YH
  12. 0.6 miles Pendower Hall School NE156PY
  13. 0.6 miles Rutherford School NE49LU
  14. 0.6 miles Redewood School NE52ST
  15. 0.6 miles Sacred Heart Catholic High School NE49YH (1449 pupils)
  16. 0.7 miles Valley View Nursery School NE156NR
  17. 0.7 miles Oakwood Pupil Referral Unit NE48XJ
  18. 0.7 miles Cowgate Primary School NE49SJ
  19. 0.7 miles Bridgewater Primary School NE156NL (256 pupils)
  20. 0.7 miles Thomas Walling Primary School NE53PL (414 pupils)
  21. 0.7 miles Oakfield College NE48XJ
  22. 0.7 miles Delaval Infant and Nursery School NE156NR
  23. 0.7 miles Oakfield College NE48XJ
  24. 0.7 miles Condercum House School NE48XJ

List of schools in Newcastle Upon Tyne

School report

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
Previous inspection: Satisfactory 3
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

Inspection team

David Shearsmith, Lead inspector Additional Inspector
Anne Firth Additional Inspector
Kathleen Mullen Additional Inspector

Full report

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

all lessons

- 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.

Inspection judgements

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
    Stage 2.
    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
    meet requirements.
  • 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 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 108477
Local authority Newcastle Upon Tyne
Inspection number 405171

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 470
Appropriate authority The governing body
Chair Stuart Bagnall
Headteacher Sarah Knowles
Date of previous school inspection 4 October 2010
Telephone number 0191 274 8434
Fax number 0191 274 9022
Email address reveal email: adm…


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