|Name||Hugh Joicey Church of England First School, Ford|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 February 2019|
|Address||Ford Village, Berwick-upon-Tweed, Northumberland, TD15 2QA|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Percentage Free School Meals||9%|
Information about this school
The school is much smaller than the average-sized primary school. The proportion of disadvantaged pupils, those eligible for support through pupil premium funding, is below average. The overwhelming majority of pupils are of White British heritage. The proportion of pupils with SEND receiving support is well above the national average. The proportion of pupils with SEND who have an education, health and care plan is below average.
Summary of key findings for parents and pupils
This is a good school The headteacher leads with a clear moral purpose. She is strongly committed to improving standards for all pupils. The recent review of governance helped to clarify roles and utilise governors’ expertise. Effective support from the local authority, the diocese and a school partnership have supported rapid improvements. As a result, teaching, learning and assessments have strengthened and are now good. Leaders and governors have high expectations. They ensure that pupils’ well-being and happiness are central to their work. Consequently, pupils feel safe and happy, and behave well in this inclusive and welcoming school. Attendance is above average, at 96.8%. The early years leader has ensured that the quality of teaching in the early years is good. Activities are appealing and enable children to make good progress. Pupils enjoy the broad curriculum, which is enhanced by a wide range of visitors, opportunities to learn outdoors and clubs. As a result of good teaching, in all key stages, pupils are making good progress from their starting points. Outcomes are improving. Middle leaders support school improvements. They demonstrate good subject knowledge. Their role in monitoring the impact of the school’s work is developing but action plans to drive improvements need further refinement. The quality of teaching is good. High-quality focused training supports teachers’ continued development. However, occasionally work lacks challenge, particularly for the lower-attaining pupils in writing. In reading, writing and mathematics, staff effectively use information from assessing pupils’ skills and abilities to check and evaluate their progress over time. In foundation subjects such as history and geography, however, this approach is new. It is not yet refined enough to ensure that all pupils make strong and sustained progress in every subject.