Gosforth Park First School


Name Gosforth Park First School
Website http://www.gosforthpark.newcastle.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 19 January 2011
Address Broadway East, Gosforth, Newcastle-upon-Tyne, Tyne and Wear, NE3 5JQ
Phone Number 01912852559
Type Primary
Age Range 3-9
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 270 (47% boys 53% girls)
Number of Pupils per Teacher 24.9
Percentage Free School Meals 7.9%
Percentage English is Not First Language 13%

Information about the school

This is an above average-sized first school. The majority of the pupils come from a White British background. The proportion of pupils from other minority ethnic groups is below national levels; however, the number of pupils whose first language is not English is higher than the national average. The proportion of pupils known to be eligible for free school meals is low. The proportion of pupils with special educational needs and/or disabilities is well below average and few pupils hold a statement of special educational needs. A privately-run after-school club is on site and will be subject to a separate inspection. The school has achieved the following awards over the last three years: the Activemark, Eco Green Flag, Healthy School status, Fair Trade Status and the Financial Management of Systems in Schools (FMSiS)

Main findings

This is a good school. It has a number of outstanding features, including the excellent quality of care, guidance and support which contributes significantly to the warm and caring relationships evident throughout the school. The vast majority of parents and carers support all aspects of school life. A parental comment reflected the views of many, ’a great deal of effort to include all children in a wide range of activities helps them to broaden their life experiences.’ Parents and carers recognise that their children develop into well-rounded individuals because of the commitment of staff to provide a happy and secure environment. Pupils enjoy school. They feel exceptionally safe and their behaviour is exemplary. Good opportunities to develop personal and social skills ensure that pupils are reflective of their own needs and those of others. Most children enter the Early Years Foundation Stage with the skills expected for their age. Pupils make good progress through the school leaving Year 4 with attainment that is above average. In many lessons, teaching captures pupils’ imagination and matches their interest and level of understanding. However, on occasion work is not as well matched to pupils’ abilities and so their attention wanes. In some lessons, there are too few opportunities for pupils to discuss new ways of learning, and occasionally teachers’ instructions are unclear. Overall, pupils demonstrate good attitudes to learning because of the excellent relationships with teachers and other staff. Highly successful links with parents and carers, and with other partners, ensure that the needs of vulnerable pupils, those with special educational needs and/or disabilities and those at an early stage of learning English are fully met. These groups make good progress in line with other pupils. Overall outcomes are good and the school provides good value for money. The headteacher successfully motivates staff and shares her aspirations well. Self-evaluation is accurate and leaders have clear responsibilities. However, not all leaders contribute to the monitoring and evaluation of whole school issues. Also, the system that tracks pupils’ progress is not always detailed enough and this limits the overall analysis and understanding of attainment and progress. Clear improvements are evident in provision in the Early Years Foundation Stage, in an increasingly creative curriculum, a reduction in persistent absenteeism, and the use of new assessment strategies in lessons. Overall, the school continues to show a good capacity to improve.