Green Lane Church of England Controlled Primary School in Barnard Castle, County Durham, has been recognized as a good school following its inspection on February 7 and 8, 2023. The school fosters a positive environment where pupils feel confident, articulate, and safe. They are encouraged to express their concerns to adults or through the school's 'worry monster' initiative. The school has established strong relationships with families, and parents appreciate the support provided by the staff.
Pupil behavior is commendable, with many demonstrating exceptional politeness and respect towards peers and adults. The school has a zero-tolerance policy towards bullying, which pupils acknowledge is rarely an issue. When incidents do occur, students trust that staff will address them promptly. The leadership team maintains high expectations for all pupils, and these expectations are generally met, resulting in good academic achievements. The school promotes an inclusive culture, focusing on both academic success and personal development. Character education is integrated into the curriculum, teaching resilience, persistence, and tolerance, all rooted in the school's core Christian values. Pupils engage in community and charity work, such as creating 'happy hedgehogs' for local hospital patients.
Since the last inspection, significant changes have been made to the curriculum, particularly in phonics and reading instruction. All staff are trained in the new phonics program, ensuring consistent teaching practices. A governor is also trained to support the prioritization of phonics at the governing body level. Pupils who struggle with reading receive effective support to help them catch up. Most students have access to reading materials that align with their phonics knowledge, although there are instances where some pupils receive books that are too challenging.
The school has cultivated a love of reading from the start of Reception, with initiatives like a reading den and visits from local library staff. The curriculum is ambitious and contextually relevant, with coherent plans that outline essential knowledge for pupils. However, there are inconsistencies in the implementation of the curriculum across year groups, leading to gaps in knowledge and ineffective assessment systems.
In the early years, leaders have a clear vision for children's achievements by the end of Reception, with learning broken down into manageable steps. Children engage in purposeful activities that promote skill and knowledge development, with a strong emphasis on early mathematics. Staff have received training to enhance their support for pupils with special educational needs and disabilities, ensuring most can access the curriculum alongside their peers. However, some pupils' needs are not fully met, leading to low-level disruptions in a few cases.
The school offers various opportunities for pupils to explore their interests, including after-school clubs and music lessons. The 'caring council' empowers students to advocate for their mental well-being. Staff express pride in their work at the school, and leaders are mindful of their workload. Governors actively participate in school life and fulfill their responsibilities effectively. Leaders seek external support to drive improvements.
Safeguarding measures are robust, with staff trained to recognize and report concerns. The school teaches pupils about online and offline safety, collaborating with external partners to address contextual risks. Overall, while the school excels in many areas, it must ensure consistent curriculum implementation and address the needs of all pupils to maintain its good standing.
