Carville Primary School, located in Wallsend, Tyne and Wear, underwent an inspection on July 3 and 4, 2023, resulting in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, personal development, and early years provision were deemed to require improvement. Leadership and management received an inadequate rating, a significant decline from the previous inspection, which had rated the school as good.
The inspection revealed that while staff care for pupils and aim for their success, the school fails to provide an acceptable quality of education. Since the last inspection, insufficient action has been taken to address curriculum weaknesses, leaving pupils unprepared for their next educational steps. Although a behavior system has been introduced and is consistently followed, improvements in pupil behavior are still needed.
Leaders demonstrate a commitment to supporting children and the local community, offering various parental support initiatives, including a cooperative, an in-school food bank, and a preloved uniform shop. They also engage parents in their children's education through events focused on phonics teaching. However, the early years curriculum and personal development offerings require further enhancements to ensure consistent benefits for pupils.
The school acknowledges the need to improve educational quality and has begun strengthening the curriculum in subjects like history. However, these changes are in the early stages and have not been fully implemented due to staffing changes. The curriculum lacks clarity regarding essential knowledge for pupils, and opportunities to revisit important concepts are infrequent. In foundation subjects, staff do not effectively assess prior knowledge, hindering the building of pupils' understanding.
Early reading is prioritized, with pupils visiting the library weekly to select books for pleasure. A new phonics program has been introduced, outlining the sounds pupils should learn. However, the implementation of this program is inconsistent, and teachers do not provide sufficient opportunities for pupils to practice reading the sounds they learn. Consequently, some pupils struggle to retain the sounds taught, impacting their reading development.
The mathematics curriculum has been revised, but leaders do not adequately monitor its implementation, leading to unaddressed weaknesses. In some lessons, teachers fail to clearly explain new concepts or design activities that foster knowledge building. While some teachers effectively support rapid recall of mathematical facts, this practice is not consistently applied across all year groups.
Pupils with special educational needs and disabilities are identified early, and leaders collaborate with external agencies to address their needs. However, teachers do not sufficiently adapt the curriculum to support these pupils, resulting in some not receiving the necessary assistance.
The personal, social, health, and economic curriculum promotes inclusivity and teaches about relationships, but pupils struggle to retain what they learn and lack confidence in discussing it. Limited extracurricular activities hinder pupils' opportunities to develop their talents and interests, which they express a desire for.
In the early years, children are safe and happy, with a thoughtfully sequenced indoor curriculum. However, outdoor learning activities do not consistently support knowledge development. Governors and local authority representatives recognize the educational quality weaknesses and have sought external support for improvement. Staff report that leaders are considerate of their workload and well-being, providing necessary support for early-career teachers.
The safeguarding arrangements at Carville Primary School are effective, with a strong culture of safeguarding in place. Staff receive regular training and share concerns about pupil safety effectively. Pupils are educated on online safety and understand the school's internet monitoring systems.
To improve, the school must establish a clear curriculum across all subjects, ensuring pupils are supported in learning and retaining essential knowledge. Quality assurance processes need to provide leaders with a clear understanding of the school's strengths and areas for improvement. Effective assessment in foundation subjects is necessary to address gaps in pupils' knowledge. The personal development offer should be carefully considered and made available to all pupils. Continued efforts are required to enhance behavior standards and ensure a consistent learning environment in early years settings.
