The Avenue Primary School
phone: 01642 318510
headteacher: Mr Darren Gamble Ba Hons Qts Npqh
234 pupils capacity: 83% full
90 boys 46%
100 girls 52%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 453025, Northing: 515165
- GPS coordinates
- Latitude: 54.529, Longitude: -1.1822
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 27, 2012
- Region › Const. › Ward
- North East › Middlesbrough South and East Cleveland › Nunthorpe
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles St Bernadette's RC Primary School TS70PZ (225 pupils)
- 0.3 miles Chandlers Ridge Primary School TS70JL
- 0.3 miles Chandlers Ridge Academy TS70JL (378 pupils)
- 0.7 miles Captain Cook Junior School TS78DU
- 0.7 miles Nunthorpe Primary School TS70LA (242 pupils)
- 0.7 miles Lingfield Primary School TS78LP (258 pupils)
- 0.7 miles Captain Cook Primary School TS78DU (425 pupils)
- 0.7 miles Nunthorpe Primary School TS70LA
- 0.8 miles Captain Cook Infant School TS78DU
- 0.8 miles Nunthorpe School TS70LA
- 0.8 miles Nunthorpe Academy TS70LA (1477 pupils)
- 1.1 mile St Augustine's RC Primary School TS80TE (245 pupils)
- 1.2 mile Marton Manor Primary School TS78RH (232 pupils)
- 1.3 mile Ormesby Primary School TS79AB (406 pupils)
- 1.5 mile Overfields Primary School TS79JF (172 pupils)
- 1.5 mile Coulby Newham School TS80RJ
- 1.6 mile Park End Primary School TS30AA (479 pupils)
- 1.6 mile Saint Gabriel's Catholic Voluntary Aided Primary School TS79LF (192 pupils)
- 1.6 mile Holmwood School TS43PT (72 pupils)
- 1.6 mile Sunningdale School TS43PT
- 1.6 mile The King's Academy TS80GA (1153 pupils)
- 1.6 mile Saint Gabriel's Catholic Voluntary Aided Primary School TS79LF
- 1.7 mile Easterside Primary School TS43RG (279 pupils)
- 1.7 mile Pennyman Primary School TS30QS
The Avenue Primary
The Avenue, Nunthorpe, Middlesbrough, TS7 0AG
|Inspection dates||27–28 November 2012|
|Overall effectiveness||This 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 make good progress. Their attainment |
Teaching is consistently good. It helps pupils
Pupils’ behaviour is good; they say they feel
is above average at the end of Year 2 and
enjoy learning and make rapid progress in
reading. Outstanding teaching in Year 6
encourages pupils to become confident
learners who take responsibility for their own
very safe. They play a large part in helping all
pupils to play and behave well together.
Attendance is above average.
| The spiritual, moral, social and cultural |
The headteacher has a clear view of what is
Procedures to check the quality of teaching are
development of the pupils is a strength.
good about the school and what needs to be
improved further. He is well-supported by
other school leaders and the governing body
who make sure that everyone knows that high
standards are expected.
rigorous and accurate. As a result, teaching
has improved and pupils make consistently
good progress across school.
| The school does not make enough use of |
Despite some exciting learning activities the
information about progress to set work that is
hard enough for all pupils and to form a full
view of progress.
curriculum does not give pupils enough
chances to be creative and follow their
interests. They do not have enough
opportunities to use their writing and
mathematical skills in different subjects.
| Marking and target-setting do not tell pupils |
clearly how to take the next steps in their
learning. Pupils are not given time to act upon
any advice that is given by their teachers.
Information about this inspection
- The inspectors had meetings with staff, groups of pupils, the Chair and Vice-Chair of the
Governing Body and with a representative from the local authority.
- The inspectors looked at a range of evidence including: the school’s improvement plan; the
school’s data relating to pupils’ progress; monitoring reports; the work pupils were doing in their
books; and the school’s documentation relating to safeguarding.
- The inspectors observed teaching and learning in ten lessons taught by ten teachers and
listened to a group of pupils read. In addition, the inspection team made a number of short visits
- The headteacher and deputy headteacher conducted four joint observations of lessons with the
inspectors. The inspectors also observed senior leaders reporting back to teachers on their
findings regarding the quality of learning and pupils’ achievement in lessons.
- The inspectors took into account the 23 responses to the on-line questionnaire (Parent View).
- Thirteen staff completed questionnaires and the responses were analysed.
|Gordon Potter, Lead inspector||Additional Inspector|
|Deborah Bailey||Additional Inspector|
Information about this school
- This school is smaller than the average-sized primary school.
- Most pupils are White British.
- The proportion of pupils eligible for the pupil premium is well-below average.
- The proportion of pupils supported at school action is well-below average.
- The proportions of pupils supported at school action plus or with a statement of special
educational needs are below average.
- There are many after-school clubs which are managed by the governing body.
- A Parent and Toddler group rents accommodation from the school. This is currently undergoing
a change of management. It is subject to a separate inspection.
- The schools meet the current government floor standards which are the minimum expectations
for pupils’ progress and attainment.
- The headteacher has been in post since September 2012.
What does the school need to do to improve further?
- Improve the quality of teaching to outstanding, thereby further raising attainment and the rates
at which pupils make progress, by:
offering pupils more opportunities to develop their creativity, make decisions about their own
learning and follow their own interests in activities that help them to see how learning in
different subjects links together
offering more opportunities for pupils to improve their writing and mathematics skills by
practising them in different subjects and in real-life problem-solving activities that have more
than one solution
improving marking and target-setting so that pupils know clearly how to take the next steps in
their learning and have time to act upon advice
using the school’s information about how well pupils are working to set tasks which are hard
enough for all pupils especially in writing
making better use of the school’s information about how well pupils are working so that
leaders can accurately measure pupils’ progress in different classes and set targets for
teachers and pupils to ensure even faster progress.
|The achievement of pupils||is good|
- Most children start school with skills that are in line with those typically expected for their age.
Children do well in the Early Years Foundation Stage so they start Year 1 with above average
skills for their age. Attainment at the end of Year 2 and Year 6 is typically above average,
although too few pupils achieve the highest levels in writing.
- Leaders have acted decisively to remove weak teaching. Improvements in teaching across the
school ensure that progress is good. Outstanding teaching in Year 6 makes sure that the
minority make up learning in areas where they may have fallen behind.
- In 2012 pupils in Year 6 attained standards that were broadly average. This was as a result of a
much larger proportion of pupils with special educational needs in this year group. However,
these pupils attained higher standards than similar pupils across the country and pupils with a
statement of special educational needs made outstanding progress in mathematics. All pupils
made good progress from their starting points.
- Pupils who are eligible for the pupil premium attain standards at the end of Year 2 that are in
line with similar pupils across the country but below the attainment of all pupils. At the end of
Year 6, they attain standards which are well above similar pupils across the country and in line
with all pupils.
- Inspection evidence shows that progress in reading is good. This is a result of good teaching of
how to link sounds and letters to help pupils read words they are not used to and a drive to help
pupils enjoy books and read more in school and at home.
|The quality of teaching||is good|
- The quality of teaching is consistently good and, on occasion, outstanding. Teachers make
lessons interesting and pupils learn quickly. Teachers ask questions which encourage pupils to
explain their ideas and use their answers to reshape work during lessons.
- Outstanding teaching in Year 6 allowed pupils to use their own understanding of their homework
to decide what they needed to do to improve their writing. They quickly became enthusiastic
experts and made outstanding progress in writing about other people’s lives.
- Teachers use exciting topics, allow pupils the chance to talk together to plan their ideas and give
them the time to concentrate on developing their skills. Pupils in Year 5 were excited by the
work they were doing on scaling and the way their teacher had linked this to their reading of
Harry Potter and the Chamber of Secrets, making scaled plans of Hagrid’s house.
- Another clear strategy which has improved reading and is beginning to improve writing is to use
stories to give pupils ideas for writing. For example, the reading of folk stories about trees in
Year 3 was used to encourage pupils to write stories, leaflets and brochures using information
technology. This also developed their skills in science and geography and their understanding of
life in other countries.
- However, excellent approaches of this nature are not consistently used across the school and
pupils do not do enough writing across a range of subjects. The curriculum also does not give
enough opportunities for pupils to practise their mathematics skills in real-life, problem-solving
activities that have more than one solution.
- Pupils’ work is regularly marked and this marking helpfully tells pupils how successful they have
been in their work. It is used less well to tell pupils how to improve their work and teachers give
pupils too little time to act upon any advice they give. While pupils in Years 5 and 6 know the
level of their work, in all classes pupils do not have clear targets which will help them take the
next steps in their learning and reach the next level.
- While there are good examples of teachers making sure that work set is at the right level, they
do not all use information about pupils’ skills and abilities to plan work well enough to get the
best out of all pupils, especially in writing.
|The behaviour and safety of pupils||are good|
Pupils are happy in school and enjoy their lessons because they are excited by their learning. As
a result attendance is above average. They respect one another, work and play well together
and are very polite to adults. They are very keen to talk about their school, show their work and
their excellent dancing and singing. They are particularly proud of their school pond and wildlife
Pupils say that behaviour is good in their lessons and any minor misbehaviour is quickly dealt
with by their teachers. Indeed, much excellent behaviour was evident in lessons observed during
the inspection as well as around the school.
Inspectors analysed the school’s records of behaviour which showed that behaviour is
consistently good. This is as a result of the successful use of clear expectations. As a result,
there have been no exclusions in recent years.
Pupils feel very safe and they are aware of different forms of bullying. They say that any form of
bullying, including cyber-bullying, is rare and when it does happen they are confident that it will
be quickly dealt with. They know that older pupils, as well as the teachers and other adults in
school, will help with any problems.
Playground buddies and the dance team help pupils play safely and enjoyably together and they
develop social skills in the after-school clubs. Pupils say that the school council listens to their
concerns and ideas. It was involved in the appointment of the new headteacher. It has agreed
school rules with teachers and members talk to school leaders on safety issues that worry pupils.
|The leadership and management||are good|
- In a short time, the headteacher has had a significant impact on improving the school. He has
quickly gained a clear picture of its strengths and relative weaknesses, developed high
expectations among all staff and strengthened staff teams.
- He has improved teaching through a rigorous approach to assessing its quality. With the deputy
headteacher, he carries out regular observations of teachers, giving firm judgements and
offering detailed and precise advice about how teachers can improve. This advice is clearly
linked to training programmes which help teachers to become better.
All leaders are clear about what needs to be done to make the school better and have well-
developed skills in planning improvements and checking that they are successful. The school’s
self-evaluation is therefore accurate and offers clear and appropriate areas for development.
There are clear procedures to help leaders who are new to their roles develop their skills quickly
and effectively so they can be in charge of pupils’ progress in their areas of responsibility.
- Funding has been used to improve the basic skills of those pupils eligible for the pupil premium.
The gap between them and all pupils across the country has closed. This shows the school’s
commitment to promoting equal opportunities and tackling discrimination.
At its best, the curriculum is inspiring. There is a growing understanding of how careful planning
of interesting activities in Key Stage 1 helps pupils to make more rapid progress. There are many
opportunities for pupils to develop their spiritual awareness, and to appreciate the natural world
and the wonderful things, such as music, art and literature that humans have created. However,
there are still too few opportunities across school which help pupils to see the links which can be
made in learning in different subjects.
Performance management is clearly focussed on raising attainment and improving the quality of
teaching. Staff have only been rewarded when their pupils have done as well as they should
have done. However, information about pupils’ progress is not used well enough to provide
leaders with a clear understanding of how much progress pupils are making in different classes.
As a result, leaders do not set targets for teachers and pupils which are demanding enough to
ensure pupils’ progress becomes even more rapid.
- The local authority has provided successful support for the teaching of mathematics and English
and in the Early Years Foundation Stage. Such advice has helped to improve teaching and pupils’
attainment and progress. Clear procedures to support the new headteacher have been well-
planned and highly effective.
- The governance of the school:
The governing body has acted strongly to improve its skills and has introduced clear
procedures to hold the school to account. Governors carry out routine assessments to check
how the pupil premium funding is helping pupils to achieve better. They ensure that the
school fulfils its statutory responsibilities for safeguarding. All staff have been vetted and are
trained appropriately to keep pupils safe and free from harm. The governing body has rigorous
procedures to plan and check the school budget and has given very clear consideration as
whether or not the school should apply to become an academy. With both previous and
current headteachers, they have taken decisive action to tackle weak teaching. As a result,
there have been improvements in teaching, pupils’ progress and leadership in recent years.
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||111595|
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||194|
|Appropriate authority||The governing body|
|Date of previous school inspection||3 March 2010|
|Telephone number||01642 318510|
|Fax number||01642 311616|