We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Morpeth Stobhillgate First School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Morpeth Stobhillgate First School.
To see all our data you need to click the blue button at the bottom of this page to view Morpeth Stobhillgate First School
on our interactive map.
The school provides a calm, welcoming environment for pupils.
Children get the best possible start to their education in the wonderful early years setting. Pupils and staff have positive relationships. These make the pupils feel safe and valued.
Pupils are kind, considerate and respectful of each other. In classes, there is a buzz of excitement as teachers prepare engaging, motivating lessons. Pupils are respectful of others; they listen to what their classmates say.
They enjoy working in groups and make sure everyone is included. Behaviour around the school is exemplary.
The school teaches pupils about the importance of respecting and including all ...people and that bullying is wrong.
As a result, pupils all get along well with each other. Pupils are happy, they enjoy coming to school. They make the most of the very broad range of opportunities on offer.
Pupils work hard, they persevere when faced with challenges and embrace the high expectations staff have of them.
The school provides opportunities for parents and carers to come into school and work alongside their children. These enhance and enrich children's learning.
What does the school do well and what does it need to do better?
School leaders have created a vision that all staff share. As a result, curriculum thinking, teaching approaches and strategies to manage behaviour are now consistent. The curriculum ensures that pupils learn the vital knowledge and skills they need.
Lessons are carefully structured. Teachers have the expertise to present effective lessons. They set pupils a range of well-considered activities that help pupils gain and remember key knowledge over time.
The high-quality curriculum and effective implementation of subjects means that, overall, pupils achieve highly. At times, tasks that pupils are given are too challenging. As a result, a small number of pupils get confused.
The provision in the early years is outstanding. Staff provide a learning environment that enables children to deepen their understanding of science, art, reading and writing. They organise the classroom so children have access to high-quality activities.
As a result, children are curious and ask incisive questions. Staff demonstrate how to use equipment so children can be independent and use resources appropriately. For example, children can confidently use a light projector to make shadows and then create art from the shadows they make.
Subject leaders work in partnership with the early years leader to make sure that children learn vital knowledge that prepares them for Year 1. 'Target memories' help children in the early years remember what they have studied. As pupils move through the school, the `target memories' are linked to each subject and used to check pupils' knowledge.
Teachers also regularly make use of other strategies to identify misconceptions and gaps in pupils' knowledge in each of the subjects.
The reading curriculum enables pupils to become confident, fluent readers. Staff introduce letter sounds in the summer term for Nursery children.
This prepares them well for the reading programme in the Reception Year. All staff are highly skilled in teaching pupils to read. Pupils quickly learn the sounds that letters make and have lots of opportunities to apply reading knowledge and skills in daily reading sessions.
Staff provide extra reading opportunities for pupils who require additional support.
Pupils with special educational needs and/or disabilities (SEND) achieve well. The special educational needs coordinator works alongside teachers to identify pupils who may need additional support.
Once identified, pupils receive the support that they need to access the curriculum. Staff adapt the curriculum using, for example, visual aids and word banks. They also provide resources such as wobble cushions, fidget toys and resistance bands, which help pupils to focus and sit comfortably in lessons.
The school teaches pupils to be empathetic and thoughtful. Pupils demonstrate exceptional behaviours and attitudes to learning. The personal, social, health and education curriculum includes a selection of reading books that teaches pupils about diversity and inclusion.
Pupils take part in community events, such as singing at a local care home and supporting a food bank. They are members of local sporting clubs, thanks to guidance from the school. Pupils take part in events with the Pearl of Africa organisation and Zambezi Trust so they have a wider understanding of international issues.
Trustees and the governing body know the school well. Through regular visits to school and meetings with staff, they hold school leaders to account. Leaders are considerate of workload and staff well-being.
Staff at trust schools work in partnership to share practice and resources. School and trust leaders work in partnership to ensure pupils receive a wonderful school experience.
Safeguarding
The arrangements for safeguarding are effective.
(Information for the school and appropriate authority)
• At times, the subject matter in lessons is too challenging for some pupils to understand. A small number of pupils find lessons confusing and do not secure the intended knowledge. Staff should ensure that the content they teach in lessons is carefully matched to pupils' need and appropriate support is given when required.
