Cramlington Village Primary School, located in Northumberland, has recently undergone an inspection that has resulted in an overall effectiveness rating of Requires Improvement. This marks a significant decline from its previous inspection grade of Good. The inspection, conducted on 27 and 28 February 2024, highlighted several areas needing attention, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all of which were rated as requiring improvement.
The principal, Lucy Whitehead, leads the school, which operates as a free school and single academy trust. The school has experienced considerable changes in staffing, including leadership, which has affected the consistency and quality of education provided to pupils. The report indicates that while some areas of the curriculum, particularly phonics and mathematics, have seen improvements due to better teaching practices, there remains a significant amount of work to ensure that all pupils receive a high-quality education across all subjects.
Pupils generally enjoy attending school, as evidenced by improving attendance rates. They appreciate the positive changes being implemented by staff, particularly in relation to behavior management. However, the inconsistent application of the new behavior policy has led to confusion among pupils regarding expectations, resulting in instances of low-level disruption during lessons. Although pupils report that bullying occurs occasionally, they feel confident that staff will address any issues that arise.
The school is actively working to enhance its curriculum, with some subjects benefiting from structured lesson plans and regular assessments of pupil understanding. However, in subjects like history and science, the curriculum is less developed, leading to teaching that does not adequately meet the needs of all pupils, including those with special educational needs and disabilities. This has resulted in lower engagement and understanding in these areas.
In the early years, children have positive relationships with adults and a calm learning environment. However, the curriculum does not sufficiently consider children's starting points or previous experiences, particularly in developing communication and language skills. The school has made strides in identifying children with potential special educational needs quickly, and a newly established family support team provides valuable assistance to pupils and their families.
The school has implemented a new personal, social, and health education curriculum tailored to its context, addressing relevant topics such as water safety. However, some aspects of personal development require further embedding, particularly in fostering pupils' understanding of different faiths and cultures. While pupils are aware of the importance of equality and respect, their knowledge of various beliefs remains limited.
Staff commitment to the school is evident, with a positive outlook on its future and support for new leadership. The school provides extensive training and professional development opportunities for teachers, particularly those new to the profession. However, historical governance has not effectively held leaders accountable for educational quality, contributing to the decline in standards.
The safeguarding arrangements at the school are effective, ensuring that pupils' welfare is prioritized. To improve, the school must refine its curriculum in subjects where it currently falls short, ensure consistent implementation of behavior policies, and enhance pupils' understanding of different faiths. Additionally, governors and trustees need to seek training to better support and challenge school leadership in maintaining educational standards.
