|Name||Brandling Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||24 May 2016|
|Address||Mulberry Street, Felling, Gateshead, Tyne and Wear, NE10 0JB|
|Religious Character||Does not apply|
|Number of Pupils||195 (49% boys 51% girls)|
|Number of Pupils per Teacher||16.0|
|Percentage Free School Meals||36.9%|
|Percentage English is Not First Language||22.6%|
|Pupils with SEN Support||15.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is much smaller than the average-sized primary school. The majority of pupils are of White British heritage although approximately one fifth of pupils are from a minority ethnic background with a proportion of these who speak English as an additional language. The proportion of pupils who have special educational needs or disability receiving support is above the national average, with a few pupils with an education, health and care plan or statement of special educational needs. The proportion of disadvantaged pupils for whom the pupil premium provides support is well above average. Pupil premium funding is provided to support pupils who are known to be eligible for free school meals and those who are looked after by the local authority. Children in the Nursery attend part-time and those in the Reception class attend full-time. The school meets the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school website meets requirements. The school hosts an Additionally Resourced Mainstream School (ARMS) provision for key stage 1 and key stage 2 pupils from across the local authority who have speech, language and communication difficulties. The school runs a breakfast club which is managed by the governing body.
Summary of key findings for parents and pupils
This is an outstanding school The inspirational leadership of the headteacher has led to a culture of high expectations, where pupils learn exceptionally well. Leaders provide excellent role models for other staff and are passionate about ensuring all children do their best. Pupils make outstanding progress from their starting points. In 2015, pupils made excellent progress across key stage 2 to reach standards which are above average in reading and writing. Achievement in mathematics has improved rapidly and pupils make substantial and sustained progress across the school. Disadvantaged pupils make as much progress as others in school and their attainment exceeded that of their classmates and all pupils nationally in 2015, particularly in reading and writing. Children in the early years get off to a flying start and, by the end of Reception, are very well prepared for Year 1. A higher proportion of children are on track to exceed expectations this year. The quality of teaching, learning and assessment is outstanding. Teachers communicate high expectations and pupils are keen to respond. Pupils thoroughly enjoy reading a wide range of texts and read with fluency and expression. Pupils’ work is of a very high standard. There are many opportunities for pupils to write at length across all subjects. The quality of work they produce in other subjects is of a similar high standard to that in English and is always exceptionally neat and well presented. Pupils’ behaviour in lessons and around the school is impressive. They are exceptionally polite and well mannered. Attitudes to learning are exemplary. Pupils look after one another very well and those new to the school praise the warm welcome and support they received. Pupils have a highly developed understanding of fairness and tolerance towards those from backgrounds and faiths different from their own. They are well prepared for life in modern Britain. The governing body challenges leaders rigorously about the school’s performance. They visit regularly to see how well pupils are learning and ask pertinent questions of leaders to make sure the school continues to improve. The curriculum promotes pupils’ spiritual, moral, social and cultural development extremely well. Pupils are developing a love of learning, including in art and sport.