Balliol Primary School, located in Longbenton, Newcastle-upon-Tyne, underwent an inspection on 24 and 25 October 2023. The overall effectiveness of the school was rated as inadequate, a significant decline from its previous inspection grade of good. The quality of education provided to pupils is insufficient, with notable gaps in learning attributed to inconsistencies in curriculum delivery. Despite some improvements in pupil behavior following a new management approach, disruptions in learning persist due to loud outbursts and non-compliance from some students, causing anxiety among their peers.
Pupils with special educational needs and disabilities (SEND) face barriers to accessing the curriculum, hindering their development of essential knowledge and skills. While the school offers various extracurricular activities, including sports events and local visits, these do not sufficiently enhance pupils' educational experiences. The school struggles to address long-standing weaknesses in teaching, and the new headteacher is implementing measures to improve outcomes, although challenges remain due to frequent staff changes.
In terms of phonics and reading, the school has a program in place, but pupils are not progressing quickly enough. The teaching of pre-reading skills in Nursery lacks structure, and Reception children have limited opportunities to practice phonics. The inconsistency in phonics delivery and a lack of understanding of pupils' reading gaps further exacerbate the issue. In mathematics, while leaders have a better grasp of learning gaps, pupils still lack foundational knowledge and fluency, which limits their ability to engage in reasoning and problem-solving.
Some subjects, such as art and computing, benefit from clearer curriculum guidance, leading to more effective teaching and greater pupil success. However, the targets set for pupils with SEND are often vague, focusing more on social and emotional needs rather than academic progress. Staff require additional training to support these pupils effectively, as some spend significant time outside the classroom, missing valuable learning opportunities.
Pupil behavior is generally polite and respectful, but inconsistencies in behavior management lead to disruptions in lessons. The school has introduced a new relationship policy aimed at promoting positive behavior, resulting in fewer physical interventions. However, the tracking of poor behavior incidents is inadequate, making it difficult for leaders to assess the effectiveness of the new policy.
In early years, while staff treat children with kindness, the planned learning lacks ambition, and the learning environment does not adequately support the seven areas of the early years curriculum. Children often engage in activities that do not sufficiently build their knowledge. The wider personal development curriculum offers some insights into relationships and careers, but it does not adequately prepare pupils for life in modern Britain, as their understanding of different cultures and British values is limited.
Support from local authorities and nearby schools is in place to help the school improve, but the lack of coherence in this support means that significant issues with curriculum delivery remain unresolved. Senior leaders and governors are overly optimistic about the school's performance, and their checks on the school's work lack rigor. The school does not have the necessary support or strategy to effect rapid improvements in educational quality.
The safeguarding arrangements at the school are effective, although some support staff have not received the most recent safeguarding training. Leaders are aware of this and have plans to address it. The inspection concluded that the school requires special measures due to its failure to provide an acceptable standard of education and the inability of its leadership to secure necessary improvements. The school must take immediate action to address the significant gaps in pupils' knowledge, particularly in phonics, reading, and mathematics, and ensure that all pupils, especially those with SEND, receive the support they need to progress academically. Consistent behavior management training for staff and a more effective use of the learning environment in early years are also critical for improvement. The curriculum must be developed to enhance pupils' understanding of British values and cultural diversity, preparing them for life in a diverse society.
