NCEA Grace Darling CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is welcome and valued at Grace Darling CofE Primary School.

Pupils are encouraged and empowered to 'let their light shine'. This school knows its pupils and families extremely well and understands the important role it plays in the community. Pastoral support for families is greatly appreciated by parents.

Pupils behave well. They know to 'be ready, respectful and safe'. Classrooms are calm and orderly.

Pupils look after one another. Bullying is extremely rare and pupils trust adults to sort out any problems. Pupils are happy and well cared for.

Relationships are positive and warm.

Leaders are ambitious for pupils and have set about... creating a curriculum that will ensure that pupils have the knowledge and aspirations to lead a 'life without limits'. The music curriculum is a fine example of this.

All pupils have the opportunity to learn to play an instrument to a good standard, to play in ensembles and to perform regularly. A group of pupils playing the steel pans for parents at pick up time beamed with pride and self-belief.

There are numerous opportunities for pupils to experience learning outside the classroom, such as 'Beach School', which features water safety lessons and care for the environment.

Every child is encouraged to take part in numerous school clubs.

What does the school do well and what does it need to do better?

Learning to read is the priority at this school. Preparation for reading starts from Nursery, where familiar rhymes and stories are shared repeatedly over time.

By the time they reach Reception class, children are ready to make a strong start to formal phonics teaching. The teaching of phonics is consistently effective across all groups and pupils quickly learn to decode and spell. Alongside this, children in the early years are taught how to write their letters correctly.

However, they do not have sufficient opportunity to practise. This results in them making many errors in their writing. These are not addressed consistently by adults.

The school's curriculum is ambitious and meets the needs of all pupils, including those with special educational needs and/or disabilities (SEND). The provision for pupils with SEND is holistic and highly effective. Staff make appropriate adaptations to the curriculum and pupils with SEND are supported to be successful in accessing the entire curriculum.

Leaders have given much thought to creating a curriculum that reflects the unique, local heritage of Newbiggin so that pupils are proud of their roots and not afraid to branch out further afield. Year 3 pupils were enjoying a miners' picnic and pupils work with the local RNLI branch to understand the vital work they do in this coastal town.

In some subjects like mathematics and music, the curriculum is precisely sequenced and the most important knowledge for pupils to learn is clearly identified.

As a result, pupils can remember what they have been taught over time. In some other subjects, such as history and Mandarin pupils do not consistently remember what they have been taught.

Pupil outcomes in national assessments in reading, writing and mathematics demonstrate the good progress that pupils make over time in these subjects.

Pupils say they enjoy school. However, attendance figures are stubbornly low and declining. This includes for pupils with SEND.

Leaders analyse absence carefully and have introduced many initiatives, such as rewards for good attendance. They have also sought external support to help address persistent absence. Nevertheless, too many pupils are absent too often.

This means they are missing valuable learning opportunities. This is hindering their progress. Leaders recognise the need to establish a school culture where everybody understands the importance of regular attendance for pupils to achieve well at this school and in the future.

The school's curriculum and provision for early years, including for two-year-olds, is well planned. Adults focus on developing children's communication and language. This is effective.

The learning environments are stimulating and children enjoy their play. Children make strong progress from their starting points.

The school's personal, social and health education curriculum teaches pupils to stay healthy, both physically and mentally.

They also develop a good understanding about healthy relationships and the meaning of consent. Pupils have a good knowledge of a range of different religions and protected characteristics and feel strongly that everybody should be treated equally and with respect. Diversity is celebrated at this school.

Some pupils hold posts of responsibility in school. The head boy, head girl and Worship Leaders are proud of the role they play in school and feel that they could do even more to help.

Leaders at all levels, including those responsible for governance, share the highest ambitions for the pupils at Grace Darling, and play an active part in the work of the school.

Governors and trustees support and challenge the school effectively. Staff feel well supported and listened to. They are proud to be a part of the Grace Darling family.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's approach to improving attendance is not having the desired effective. Too many pupils, including those with SEND, are absent too often.

They miss valuable learning and enrichment opportunities. The school should ensure that the entire school community, including parents, understands the value of regular attendance and review its approach to improving attendance. ? In the early years, children do not get sufficient opportunities to practise the correct letter formation they are taught during phonics lessons.

They make many errors in their writing and these are not addressed swiftly or consistently. This means that children are not ready for the Year 1 writing curriculum. The school should ensure that children consistently form their letters correctly by the end of the early years.

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