Richard Coates Church of England Primary School

About Richard Coates Church of England Primary School Browse Features

Richard Coates Church of England Primary School

Name Richard Coates Church of England Primary School
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 03 July 2018
Address Thornhill Road, Ponteland, Newcastle-upon-Tyne, Tyne and Wear, NE20 9QB
Phone Number 01661823167
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 519 (47% boys 53% girls)
Number of Pupils per Teacher 22
Academy Sponsor Pele Trust
Local Authority Northumberland
Percentage Free School Meals 7.3%
Percentage English is Not First Language 1.5%
Persisitent Absence 9.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Richard Coates Church of England School has historically been a middle school, teaching pupils from Year 5 to Year 8. Plans are in place to change the school’s designation to a primary school. In September 2017, the school admitted pupils from Nursery to Year 4, in addition to Year 5. At the time of this inspection, the age range of pupils on roll was 3 to 13. School leaders expect that, in September 2019, the school will operate as a primary school, with classes from Nursery through to Year 6. The proportion of pupils who have SEN and/or disabilities is similar to the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below the national average. The proportion of disadvantaged pupils is below the national average. In 2017, the school met the government’s current 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 uses alternative providers to support some pupils at key stage 3. Currently, a small number of pupils attend the Newcastle Bridges School for some of their education. There have been significant changes in staffing since the previous inspection. For example, the current headteacher and chair of the governing body were not in post at the time of the last inspection. In addition, due to the changes in designation of the school, the structure of middle leadership has been altered to better align to the needs of a primary setting.

Summary of key findings for parents and pupils

This is a good school The headteacher has created an environment where pupils are able to develop both academically and socially. The wider curriculum opportunities available to pupils help them to identify and nurture their talents and to ‘let their light shine’, central to the school’s vision. Leaders have ensured that the transition from being a middle school to a primary school is being well managed. The new provision in the early years is particularly strong. Leaders know that there is still work to do to ensure that the strengths in provision in Years 5 to 8 are fully replicated in newer key stages at school. Parents, carers, staff and pupils are overwhelmingly positive about their school. One parent’s comment typifies that of many, saying, ‘This school has been fabulous from day one, my child has flourished here.’ Pupils are happy at school and staff morale is high. Leaders have ensured that the quality of teaching, learning and assessment is good. Staff are supported through good-quality training which focuses on any new material that they need to teach. Pupils make good progress from their starting points. The standards that pupils reach by the end of Year 8 are high and, in some areas, strikingly so. The quality of writing that pupils produce is an example of this. Pupils’ behaviour in lessons and around the school is good. Pupils are polite, courteous and welcoming. They enjoy coming to school and rates of attendance are above average. The progress that pupils who have special educational needs (SEN) and/or disabilities make is strong because they receive effective support in lessons. Similarly, the additional support that lower-attaining pupils receive is of a high quality. Many of these pupils leave Year 8 having made very strong progress. Children in the early years benefit from a curriculum that ignites their natural curiosity. Children are both settled and confident, and they are making good progress in their learning. The headteacher is aware that there is still work to do to ensure that the changes that the school is undergoing are as successful as they can be. She knows that some areas of assessment and lesson planning, and the teaching of some lessons, are not as strong as they could be. Sometimes, the level of challenge is not quite right for pupils. Nonetheless, this is a very happy school. Its ethos is inclusive, it cares about all aspects of its pupils’ development and it puts its pupils and children at the centre of everything that it does.