Bournmoor Primary School

Name Bournmoor Primary School
Ofsted Inspection Rating Good
Inspection Date 24 June 2015
Address Lambourne Close, Bournmoor, Houghton le Spring, Tyne and Wear, DH4 6HF
Phone Number 01913854291
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 108 (47% boys 53% girls)
Number of Pupils per Teacher 18.0
Local Authority County Durham
Percentage Free School Meals 21.3%
Percentage English is Not First Language 0%
Persisitent Absence 10.9%
Pupils with SEN Support 15.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a smaller than average-sized primary school. Most pupils are of White British heritage and nearly all speak English as their home language. The proportion of disadvantaged pupils supported by the pupil premium funding is above average. The pupil premium is additional government funding to support pupils known to be eligible for free school meals and children who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is above average. Children attend school full time in the Reception class. There have been a number of staff changes since the previous inspection. Both the headteacher and deputy headteacher have been appointed, as well as four of the six teachers and a higher-level teaching assistant. A nursery on the school site is not managed by the governing body. A separate inspection report can be found on the Ofsted website. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school. School leaders have acted decisively to bring about rapid improvements in the school’s performance. The dip in standards in 2014 has been reversed. Excellent leadership by the relatively new headteacher and effective support from other leaders has resulted in improved achievement and increased rates of progress throughout the school. Well-targeted support and high-quality training is helping effective teaching to continue improving. Adults know pupils well. This, allied with their good subject knowledge, means that work is at the right level to stretch pupils’ learning. Those who are disabled or who have special educational needs are provided with sensitive support to help them to make good gains. Progress in the early years is good. Adults have warm nurturing relationships with children and so children’s confidence flourishes. Through well-structured tasks they are suitably prepared for the next stage in their education. Behaviour is good. The school is a harmonious community. Pupils work and play well together. They willingly take responsibilities within school. They work carefully and diligently and want to do well. Pupils say they feel safe and they understand how to keep themselves safe from harm. New starters are warmly welcomed and settle quickly. Procedures to ensure pupils are safe are thorough and regularly checked. The effective curriculum enables pupils to learn through motivating and memorable first-hand experiences, visits and visitors to school. Pupils of all ages enjoy the good range of sporting opportunities they have. Governors effectively challenged school leaders when performance dipped and provided appropriate support to enable improvements to be made. They know the school well and have clear ambitions for its future development. It is not yet an outstanding school because : Some aspects of teaching are not fully effective. Pupils are not always clear about the learning they should achieve in each lesson or about how to improve further. Sometimes they are not given time to make those improvements. In the early years opportunities to provide number problems, to think more deeply, and to allow children to do things for themselves are occasionally missed. Teachers new to leadership positions have not completely developed their roles. They do not monitor fully the difference their work makes to teaching and achievement in order to inform them better of subsequent action.