Bedlington Whitley Memorial Church of England Primary School, located in Bedlington, Northumberland, underwent an inspection on December 5 and 6, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behaviour and attitudes, personal development, and leadership and management. However, the early years provision was rated as good. This inspection follows a previous rating of good in July 2018.
The school is described as a welcoming environment where pupils feel part of the ‘Whitley family.’ It has a strong community presence, with many parents having attended the school themselves. New pupils settle in quickly and form friendships. The early years education is noted for its positive start, with children adapting well to routines and engaging in play and learning. Pupils with special educational needs and disabilities are included in school life, and they enjoy learning to read, becoming fluent readers early on. However, challenges remain in other subjects, particularly mathematics, where learning is less effective.
Pupils report feeling safe at school and are aware of how to report concerns. While bullying is addressed effectively, behaviour outside the classroom can be less orderly. The school offers various clubs and opportunities for pupils to take on responsibilities, such as being part of the ‘Whitley parliament,’ which fosters a sense of pride and impact on school life. Nevertheless, the personal development curriculum lacks strength in areas such as understanding diverse worldviews and cultures.
Since the COVID-19 pandemic, the school has experienced significant changes, transitioning from a first to a primary school and undergoing staffing and leadership changes. Leaders, including governors, have a clear understanding of the school’s needs and are working with local authorities and the diocese to implement improvements. The teaching of early years and reading has improved significantly, becoming strengths of the school, while other areas are still developing.
The school has introduced a broad and sequenced curriculum that outlines key learning and vocabulary for each subject. However, much of this curriculum is new to staff, and previous weaknesses have led to gaps in pupils’ knowledge. For instance, older pupils struggle with fractions due to insufficient prior knowledge. The school has plans to help staff adapt the new curriculum to address these gaps.
Improvements in early reading have been more established, with a clear ambition for pupils to become fluent readers as early as possible. The nursery class engages children with a variety of stories, songs, and rhymes, preparing them for phonics in reception. The school follows a sequenced phonics programme, and staff are well-trained in its implementation. Most pupils achieve fluency in reading by the end of key stage one.
The school employs various methods to support pupils with special educational needs, including interventions and adult support. Collaboration with parents and external agencies is effective in providing necessary support. Pupils also have opportunities for personal and social development, learning about online safety and local area safety. However, the curriculum does not adequately address challenges related to mental health and resilience, which have increased since the pandemic.
Behaviour standards vary across the school, with most pupils understanding and following rules, but staff expectations are inconsistent. There is a lack of a shared vision for teaching and encouraging good behaviour, leading to missed opportunities for reinforcement during lessons and break times. Attendance improvement efforts have been effective, with a reduction in the number of pupils missing school regularly.
In the early years, children quickly adapt, and staff build strong relationships with parents, understanding children’s needs. The curriculum is well-designed, offering a range of activities that enhance knowledge and experience. Children learn routines and social skills, preparing them well for key stage one.
The safeguarding arrangements at the school are effective. To improve, the school needs to enhance training on the new curriculum to address gaps in pupils’ learning, establish clear behaviour expectations, and strengthen the personal development curriculum to better address cultural awareness and mental health issues. Overall, while the school has strengths, particularly in early years and reading, there are significant areas for improvement to ensure all pupils receive a high-quality education.
