Waterville Primary School, located in North Shields, Tyne and Wear, was inspected from March 3 to March 4, 2020. The overall effectiveness of the school was rated as good, with specific areas such as behaviour and attitudes receiving an outstanding rating. The quality of education, personal development, leadership, and management, as well as early years provision, were all rated as good. The school had previously been rated outstanding in September 2009, and the change in rating reflects the current inspection framework and developments within the school over the past eleven years.
Pupils express pride in attending Waterville Primary School, describing it as vibrant and inclusive. They report feeling happy and safe, adhering to the school’s values of resilience, empathy, self-awareness, positivity, excellence, communication, and teamwork. The school community, including pupils, parents, staff, and governors, emphasizes a sense of family and respect. Parents appreciate the care staff provide not only for the children but also for their families. The school environment is calm and supportive, fostering readiness to learn. Pupils report that bullying is rare, and they feel confident that adults would address any incidents swiftly. The school promotes respect among pupils, who demonstrate self-regulation and accountability for their actions.
Leadership at Waterville Primary is strong, with the headteacher providing clear direction and fostering a collaborative team of leaders and staff. The curriculum has been redesigned to inspire pupils through experiential learning that aligns with the school’s values. While detailed plans exist for each subject, the implementation varies, with some subjects being more developed than others. Curriculum leaders possess secure subject knowledge and are working to ensure staff receive comprehensive training.
Mathematics instruction is engaging, linking concepts to stories and enabling pupils to use correct mathematical language. By Year 6, pupils achieve significantly above average in mathematics. The school prioritizes reading and phonics, starting daily phonics sessions in Reception, leading to above-average reading abilities by Year 6. However, the proportion of pupils meeting the phonics standard in Year 1 is average, and support for early reading stages is inconsistent, indicating a need for more uniform strategies.
The special educational needs coordinator has established effective systems for supporting pupils with SEND, ensuring they receive targeted assistance. Pupils in the additionally resourced provision benefit from adapted tasks and engaging work, making strong progress. The science curriculum is sequenced to develop scientific skills and knowledge, although some lessons may not align with the planned curriculum, hindering the building of prior knowledge.
In early years, children in Nursery receive a strong start, developing independence and engaging in physical activities. However, the outdoor environment for Reception is less developed, limiting opportunities for physical growth. Staff morale is high, with teachers feeling valued and supported in managing their workload. Governors understand their responsibilities and provide constructive support to school leaders.
The safeguarding arrangements are effective, with a vigilant approach to keeping children safe. Staff receive regular training, and pupils are taught about safety awareness, including online safety. Overall, while Waterville Primary School demonstrates many strengths, there are areas for improvement, particularly in the consistency of reading support, the development of the Reception outdoor environment, and the coherent implementation of foundation subjects in the curriculum.
