Cramlington Eastlea Primary School, located in Northumberland, was inspected from July 2 to July 3, 2019, and received an overall effectiveness rating of good. The headteacher, supported by other leaders and governors, has effectively addressed the issues identified in the previous inspection, leading to improved teaching quality and better pupil outcomes. The governing body provides strong support and challenge, demonstrating a clear commitment to ensuring that all pupils benefit from their time at the school. Leaders have fostered an inclusive culture and invested in strategies to remove barriers to learning for all students.
Teachers at Eastlea Primary exhibit strong subject knowledge and collaborate effectively to enhance their expertise and develop consistent teaching approaches. They engage pupils through thought-provoking questions and focus on vocabulary development to support learning. Pupils take pride in their school, enjoy learning, and demonstrate good behavior, developing skills to work both collaboratively and independently. The school's approach to teaching mathematics is well-structured, resulting in strong progress across all pupil groups. However, while reading is generally taught well, the methods for teaching phonics and early reading need improvement to ensure all pupils start strong.
Leaders have made significant strides in enhancing the quality of teaching and learning in English and mathematics, but progression in subjects beyond these areas is not as consistently well-planned. The curriculum offers a variety of enrichment opportunities that contribute positively to pupils' learning, although their understanding of different faiths and cultures remains limited. In early years provision, many children make good progress, but too few achieve a good level of development.
To further improve, the school needs to enhance the quality and consistency of early reading instruction by promoting a love of reading, ensuring that pupils have access to appropriately matched books, and embedding the phonics program across early years and key stage one. Additionally, the effectiveness of early years provision should be improved to help more children achieve a good level of development by responding to their needs and maximizing communication skill development opportunities. Subject leaders' influence on teaching quality should be extended by organizing the curriculum to build on previous learning and clarifying key skills and knowledge for each subject.
The leadership and management of the school are rated as good. The headteacher and governors have taken decisive action to address underperformance, raising expectations and improving teaching consistency. They have developed a culture of shared expertise and professional development, ensuring that staff are involved in school improvement decisions. Monitoring activities are used effectively to assess the impact of actions taken, and leaders maintain a professional dialogue with teachers to address learning concerns promptly.
Governance is strong, with the governing body understanding the school's effectiveness and priorities for improvement. They ensure that finances are managed properly and that pupil premium funding is used effectively to support disadvantaged pupils. Safeguarding arrangements are effective, with all staff trained and aware of their responsibilities in keeping children safe. Pupils feel safe and trust adults in the school to help them with any problems.
The quality of teaching, learning, and assessment is also rated as good. Teachers encourage active participation and high engagement levels in lessons, promoting language acquisition and subject-specific vocabulary. They consistently check for understanding and adapt their teaching based on pupil needs. Homework projects are well-received, and there is a focus on improving presentation standards across the school. Overall, Cramlington Eastlea Primary School demonstrates a commitment to continuous improvement and provides a supportive learning environment for its pupils.
