The Village Primary
phone: 01642 676768
headteacher: Mrs P A Gibb
210 pupils capacity: 112% full
95 boys 40%
140 girls 60%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 445175, Northing: 516847
- GPS coordinates
- Latitude: 54.545, Longitude: -1.3032
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 28, 2012
- Region › Const. › Ward
- North East › Stockton South › Village
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Mandale Junior School TS178AP
- 0.4 miles Mandale Infant School TS178AP
- 0.4 miles Harewood Infant School TS178AP
- 0.4 miles The Dene School TS179DF
- 0.4 miles Mandale Mill Primary School TS178AP (257 pupils)
- 0.5 miles Thornaby-on-Tees Church of England Voluntary Controlled Primary School TS179DB (359 pupils)
- 0.5 miles St Patrick's Roman Catholic Primary School, Thornaby TS176NE (412 pupils)
- 0.5 miles Bassleton School TS179DB
- 0.5 miles St Patrick's Catholic College TS179DE (514 pupils)
- 0.5 miles Thornaby Academy TS179DB (399 pupils)
- 0.6 miles Harewood Junior School TS177JJ
- 0.6 miles Thornaby Community School TS179DB
- 0.6 miles Harewood Primary School TS177JJ (463 pupils)
- 0.7 miles Bader Primary School TS170BY (334 pupils)
- 1 mile Tedder Primary School TS179JP
- 1 mile St Cuthbert's RC Voluntary Aided Primary School TS183SY (224 pupils)
- 1 mile Christ The King RC Primary School TS179JP (284 pupils)
- 1 mile Tedder Junior School TS179JP
- 1 mile Tedder Infant School TS179JP
- 1.1 mile Bowesfield Primary School TS183JB (208 pupils)
- 1.1 mile Westlands School TS179RA
- 1.1 mile Westlands School TS179RA (98 pupils)
- 1.1 mile Westlands Academy TS179RA
- 1.2 mile Stockton Riverside College TS176FB
The Village Primary
Windsor Road, Thornaby, Stockton-on-Tees, County Durham, TS17 8PW
|Inspection dates||28–29 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
| The Nursery class gives children a really good |
Pupils make good progress. By the time they
They make good and often outstanding
Disabled pupils and those who have special
Pupils entitled to extra money to support their
start to their time in school. They enter with
skills that are well below what is typical for
their age and make good progress due to
good quality teaching and excellent outdoor
learning and play.
move on to Year 2 standards are below
average overall but rapidly improving.
progress across Key Stage 2 and leave Year 6
with standards that are average overall and
continuing to improve.
educational needs are beginning to make
better progress as the school increasingly
meets those needs.
needs are also making better progress as the
school’s support for their specific needs
| Teaching is good and is continuing to improve, |
Pupils behave well both in and out of lessons.
The new headteacher has formed a strong
Governors have an increasing understanding of
with some that is outstanding. Teachers’ good
relationship with pupils and a positive approach
to learning ensure that pupils make good and
sometimes outstanding progress.
They have a real love of learning and respond
well to all staff in lessons. They have a good
understanding of how to keep safe both in and
out of school and said that they felt safe in
partnership with the new deputy headteacher
and this is helping them implement a range of
improvements. A developing leadership team is
having a positive impact on improving teaching
and raising standards.
the school and have taken an active part in
appointing new staff and supporting the drive
| Standards in reading and writing in the Early |
Years Foundation Stage and Key Stage 1
need to improve. The teaching of letters and
the sounds they make, and the marking of
writing do not always reflect the newly
introduced effective methods.
| More teaching needs to be outstanding with |
pupils involved in more independent learning
and investigations to accelerate their progress.
Information about this inspection
- Inspectors observed 28 lessons or parts of lessons and looked at the schools and local
authority’s monitoring of teaching. In addition inspectors observed groups of pupils working with
teaching assistants and listened to some pupils read in Year 2.
- Inspectors talked to a range of pupils including the school council about the school.
- They met with three governors as well as teaching staff, including senior and middle leaders.
- The lead inspector met with a local authority representative about the school’s improvement.
- Inspectors took account of 10 responses to the online questionnaire (Parent View) in planning
- They observed the overall work of the school and looked at a number of documents including
the school’s data about pupils’ current progress. They looked at documents relating to
safeguarding, behaviour and attendance and records of how funds are spent to support pupils
entitled to the pupil premium.
- Inspectors also looked at a range of other evidence including school displays, its website and
completed an analysis of work in books. They also looked at evidence representing the school’s
|David Shearsmith, Lead inspector||Additional Inspector|
|Debra De Muschamp||Additional Inspector|
Information about this school
- The school is an average sized primary school.
- A well above average proportion of pupils are eligible for the pupil premium.
- A well above average number of pupils are supported at school action. A well above average
number of pupils are supported at school action plus and have a statement of special
- Almost all pupils are of White British Heritage.
- The school has the Arts Mark Gold, National Healthy School and Investors in People awards.
- The school meets the current government floor standards which sets the minimum standards for
schools in terms of attainment and progress.
- The school has a breakfast club managed by the governing body.
- Since the last inspection there have been a number of staffing changes including a new
headteacher and deputy-headteacher.
What does the school need to do to improve further?
- Improve standards in reading and writing in the Early Years Foundation Stage and Key Stage 1
securing the teaching of sounds that letters make ( phonics) and applying them to reading and
improving the marking of writing to enable progress to be accelerated
improving opportunities for writing through play.
- Increase the amount of outstanding teaching by:
improving opportunities for pupils to be involved in investigations so they are more
independent in their learning and provided with greater challenge
using existing outstanding practice in the school to increase the amount of outstanding
ensuring pupils know consistently how to be successful in their lessons.
|The achievement of pupils||is good|
- Pupils achieve well in this close knit school community as children get a very good start to their
time in school in the Early Years Foundation Stage. They enter the Nursery class with skills that
are well below what is typical for their age. They have access to an outstanding outdoor play
area and good support for their speaking and listening skills. They make good progress overall
although there are insufficient opportunities for them to write when playing.
- Pupils make good progress in Key Stage 1 and leave with standards that are below average. Due
to good teaching in Year 2 pupils’ progress is rapidly improving. The school has implemented a
new approach to reading and writing that is having a positive impact on progress but is not yet
sufficiently secure to impact on standards.
- Pupils make good and sometimes better progress by the end of Key Stage 2.They reach levels in
English and mathematics that are average overall due to the school’s drive to raise standards.
Good quality teaching particularly in Year 6 has accelerated pupils’ progress.
- Pupils make good progress overall in their reading. Standards in reading are below average in
Key Stage 1. The teaching of sounds that letters make (phonics) is improving, but is not yet
sufficiently secure in order to ensure an improvement in standards.
- Standards in reading are average by the time pupils leave the school in Year 6. Good and
sometimes better teaching of reading coupled with a new library and a range of reading
activities is rapidly improving progress and raising standards.
- Pupils with special educational needs and those entitled to the pupil premium are making
increasingly good progress. Teaching assistants and staff are becoming better at meeting these
pupils’ needs both in and out of lessons and they are beginning to achieve well. Specific support
to meet the needs of groups of pupils, such as the ‘school nurture group’, is having a positive
|The quality of teaching||is good|
- Teaching is good overall and improving rapidly across the school so that some teaching is now
outstanding. The school has recently appointed some new teachers and they are having a very
positive impact on learning and progress. Other teaching has improved owing to good support,
guidance and focussed professional development. The school needs to develop its use of existing
outstanding teaching to support other teachers.
- Teachers and teaching assistants use questioning really well to promote pupils’ understanding.
In a lesson in Year 6, pupils developed their understanding of journalistic writing through high
quality discussion and feedback to the teacher. The lesson did not allow them, however, to
accelerate their own learning further because the teacher led the direction of pupils’ learning too
much. A more investigative approach would have allowed for greater independence.
- Very effective use of information and communication technology (ICT) inspired pupils to learn in
a Year 4 lesson about Egypt. The teacher developed their historical understanding as well as
developing their writing skills. This resulted in pupils making at least good, and sometimes
- Teachers effectively share with pupils what they are learning about in their lessons. They are
less effective in ensuring they know how to be successful. This affects some pupils’ progress as
they do not have a clear enough idea of the key things to do to ensure they accelerate their own
- Teachers’ lesson planning is now more robust and meets the needs of the majority of pupils. In
some lessons, more able pupils are not sufficiently challenged through the activities provided.
- In the Early Years Foundation Stage pupils get creative and exciting opportunities to explore the
world around them outside .They have insufficient opportunities to explore writing through play
both in and out of doors to improve their progress in writing.
- Marking is already making a positive impact on pupils’ progress. In Key Stage 1 and the Early
Years Foundation Stage points for improvement in writing are not precise enough to ensure
pupils know exactly what to do to improve. Some teachers do this effectively and on these
occasions pupils’ progress is accelerated.
- Pupils who are disabled or have a special educational need are increasingly well supported
across the school. Most teaching assistants are highly skilled and provide good support both in
and out of lessons as the school increasingly meets these pupils’ needs. They complement the
teachers’ work and are a valuable asset to the school.
|The behaviour and safety of pupils||are good|
- Pupils love coming to school and really want to learn, as the school is good at engaging pupils in
lessons through well structured activities and a more engaging curriculum.
- Pupils work and play together well. They value and respect their peers and staff. As a result,
pupils are well mannered and polite to everyone including visitors to the school.
- The school has good systems in place to support anti-bullying. Pupils said that they felt confident
that such behaviour would be dealt with and that there was generally less bullying now. Pupils
were aware of how to deal with bullying including how to use the internet and mobile phones
- Attendance is now broadly average. The school has put a range of systems in place to support
the improvement of attendance and punctuality and these have had a positive impact. A small
minority of pupils are still late for school and this sometimes affects their learning and progress.
- The school council makes good suggestions to leaders in school. The school has just acted upon
their request to put in place ‘playground buddies’, to support pupils at playtime. They have also
requested more playground equipment and this request is well underway.
- Pupils said that they feel safe in school as the school has new fences in place and better
security. They also know about how to keep safe both in and out of school. For example, in Year
2 pupils have been learning about fire and fire engines and they are now very aware of fire
- The school’s curriculum promotes pupils’ self esteem well. Pupils take part in singing and other
enrichment activities that promote their personal development and give them confidence in their
learning. Inspectors observed a singing session that significantly promoted pupils’ performance
|The leadership and management||are good|
- The headteacher has a clear vision for the future of the school. He has high expectations and is
well supported by staff in his aim of giving pupils the best the school has to offer. He has
restructured staffing and now has a strong leadership team.
- He is well supported by the new deputy headteacher who has been strategically placed in Year 2
to raise standards and promote the teaching of literacy across the school. A significant amount
of changes have already taken place and these are improving progress and driving up standards.
- The school knows itself well, through planned opportunities to observe teaching and by looking
at pupils’ work. It has identified the key areas that need improvement and is rapidly making
progress in these areas.
- The headteacher uses performance management effectively to drive up standards by setting
appropriate targets for teachers. This is supported by good quality professional development to
ensure staff members have the skills to achieve their targets.
- The school has a strong commitment to ensuring all pupils achieve well and uses its extra
funding effectively to speed the progress of pupils entitled to the pupil premium.
- The school’s curriculum is increasingly providing exciting and stimulating experiences for pupils.
Topics such as ‘Fire and Light’, ‘Victorians’ and ‘Egyptians’ are inspiring pupils to learn. These
well taught experiences are instrumental in promoting pupils’ spiritual, moral, social and cultural
- The school is increasingly working with a range of partners to provide extra opportunities for
pupils’ learning. They have links with a local library to help them develop the school’s new
library. Working with a local table tennis club has provided coaching to promote pupils’ sports’
- The local authority has provided good support to the school during a period of transition to the
new leadership team.
- Parents are positive about the school and the school has further developed its links with parents
to support pupils’ learning. Fortnightly newsletters and instant texting inform parents of school
events. Providing a ‘teaching of reading evening’ for parents shows the school’s commitment to
encouraging parents to take part in school activities.
- The school’s procedures for safeguarding meet requirements particularly in terms of the school
site being safe and secure.
- The governance of the school:
Governors provide good challenge and support to the senior leadership of the school. They
have been instrumental in making suitable new appointments to strengthen the school’s
leadership and the quality of teaching and learning. They understand the school well. They are
able to identify its key strengths and areas for development through their involvement in the
school’s review of itself. They have a good overview of the school’s budget and particularly
how the pupil premium is spent.
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||111559|
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||220|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 November 2010|
|Telephone number||01642 676768|
|Fax number||01642 606625|