School etc

The Village Primary

The Village Primary
Windsor Road

phone: 01642 676768

headteacher: Mrs P A Gibb

reveal email: vill…

school holidays: via Stockton-on-Tees council

235 pupils aged 2—10y mixed gender
210 pupils capacity: 112% full

95 boys 40%

≤ 253y174a54b44c35y166y107y88y109y910y9

140 girls 60%

≤ 2114a54b54c85y156y187y228y159y1410y16

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 %

rooms to rent in Stockton-On-Tees

Schools nearby

  1. 0.4 miles Mandale Junior School TS178AP
  2. 0.4 miles Mandale Infant School TS178AP
  3. 0.4 miles Harewood Infant School TS178AP
  4. 0.4 miles The Dene School TS179DF
  5. 0.4 miles Mandale Mill Primary School TS178AP (257 pupils)
  6. 0.5 miles Thornaby-on-Tees Church of England Voluntary Controlled Primary School TS179DB (359 pupils)
  7. 0.5 miles St Patrick's Roman Catholic Primary School, Thornaby TS176NE (412 pupils)
  8. 0.5 miles Bassleton School TS179DB
  9. 0.5 miles St Patrick's Catholic College TS179DE (514 pupils)
  10. 0.5 miles Thornaby Academy TS179DB (399 pupils)
  11. 0.6 miles Harewood Junior School TS177JJ
  12. 0.6 miles Thornaby Community School TS179DB
  13. 0.6 miles Harewood Primary School TS177JJ (463 pupils)
  14. 0.7 miles Bader Primary School TS170BY (334 pupils)
  15. 1 mile Tedder Primary School TS179JP
  16. 1 mile St Cuthbert's RC Voluntary Aided Primary School TS183SY (224 pupils)
  17. 1 mile Christ The King RC Primary School TS179JP (284 pupils)
  18. 1 mile Tedder Junior School TS179JP
  19. 1 mile Tedder Infant School TS179JP
  20. 1.1 mile Bowesfield Primary School TS183JB (208 pupils)
  21. 1.1 mile Westlands School TS179RA
  22. 1.1 mile Westlands School TS179RA (98 pupils)
  23. 1.1 mile Westlands Academy TS179RA
  24. 1.2 mile Stockton Riverside College TS176FB

List of schools in Stockton-On-Tees

School report

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
Previous inspection: Satisfactory 3
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
for improvements.
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
    the inspection.
  • 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
    wider achievements.

Inspection team

David Shearsmith, Lead inspector Additional Inspector
Debra De Muschamp Additional Inspector

Full report

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
    educational need.
  • 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
    writing effectively
    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.

Inspection judgements

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
    outstanding progress.
  • 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 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 111559
Local authority Stockton-on-Tees
Inspection number 405340

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 220
Appropriate authority The governing body
Chair Stephen Davies
Headteacher Simon Lidgard
Date of previous school inspection 10 November 2010
Telephone number 01642 676768
Fax number 01642 606625
Email address reveal email: vill…


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