Blackfell Primary School


Name Blackfell Primary School
Website http://www.blackfell.co.uk/
Ofsted Inspection Rating Good
Inspection Date 14 March 2012
Address Knoulberry, Blackfell, Washington, Tyne and Wear, NE37 1HA
Phone Number 01919171665
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 215 (49% boys 51% girls)
Number of Pupils per Teacher 16.9
Local Authority Sunderland
Percentage Free School Meals 21.6%
Percentage English is Not First Language 2.8%
Persisitent Absence 7.8%
Pupils with SEN Support 14%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

In this average-sized primary school, the proportion of pupils known to be eligible for free school meals is lower than the national average. There are few pupils on roll from minority ethnic groups or who speak English as an additional language. The proportion of disabled pupils and those who have special educational needs who are supported by external agencies is lower than average. There is a very small number of pupils with more complex behaviour difficulties. The school meets the government’s current floor standards, which set minimum expectations for pupils’ attainment and progress. The school holds the the Artsmark Silver award, the Gold Anti Bullying Charter Mark, and Quality in Study Support. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

In this good school, pupils achieve well. It is not outstanding because present attainment in mathematics is not as high as that in English and teaching is not consistently good or better. Attainment is above average by the end of Year 6 and pupils make good progress overall from their starting points. They make excellent progress in reading. Creativity and problem solving in mathematics could be stronger. Disabled pupils, those who have special educational needs, and those with more complex behaviour difficulties make good progress because of the effective support they receive, particularly in reading. Minority ethnic pupils also progress well. Parents and carers are highly positive and consider it ‘a friendly, inclusive school which helps children reach their full potential’. Teaching is good because generally teachers have high expectations of pupils. Teachers’ assessments are accurate and pupils engage well in lessons. However, the pace in some lessons, particularly in mathematics, can be slower and on occasions, insufficient challenge is provided for learners. Marking is effective in English, but, in mathematics, does not always indicate to pupils how well they have achieved or how they can improve their work. Pupils enjoy school and this is reflected in their consistently high attendance. Pupils demonstrate good relationships with their friends and with adults. They behave well, although opportunities for them to manage their own behaviour in investigative learning situations could be stronger. Pupils say that they feel safe in the knowledge that, if they have a problem, there is someone to turn to. Pupils’ spiritual, moral, social, and cultural development is good. The enthusiastic school team is led by a dedicated headteacher. Self-evaluation is accurate. There is regular monitoring of teaching and rigorous checking of pupils’ progress, from which effective plans are drawn to further improve teacher performance and outcomes for pupils. Improvement has been very successful, particularly in English, with attention now turned to improve mathematics.