Ponteland Community Primary School, located in Newcastle-upon-Tyne, was inspected on November 8 and 9, 2023, and received an overall effectiveness rating of good. The school is part of the Ponteland Academy Trust, with Carl Johnson serving as the headteacher and CEO. The school has not been previously inspected under the current framework, as it was exempt from routine inspections until November 2020.
The school environment is characterized by politeness, friendliness, and a supportive atmosphere among pupils. Strong friendships are formed based on kindness and respect, and positive relationships with staff contribute to a caring and inclusive school culture. The school collaborates effectively with parents and carers to meet the diverse needs of its pupils, ensuring they are well-prepared for their transition to secondary education.
Ponteland Community Primary School has high expectations for pupil achievement, reflected in its ambitious curriculum. The curriculum is well-structured, allowing pupils to build on prior knowledge and engage in subject-specialist teaching. Pupils demonstrate hard work and achieve commendable results. Behaviour within the school is exceptional, with clear routines and expectations established. Pupils respond positively to staff instructions, contributing to a calm and orderly environment. From an early age, pupils are encouraged to take responsibility for their behaviour, fostering a positive culture for learning and play.
The school offers a wide range of extracurricular opportunities, including sports, dance, choir, and art, allowing pupils to explore their interests and talents. They also participate in various roles within the school, such as eco representatives and house captains, enhancing their engagement in school life.
The curriculum is broad and ambitious, with a logical progression that builds pupils’ knowledge and skills. In the early years, children benefit from a purposeful learning environment that promotes their development and prepares them for more structured learning in Year 1. As pupils advance through the school, they receive more specialized subject teaching, learning to think and work like subject specialists.
The school effectively meets the needs of all pupils, including those with special educational needs and disabilities. It identifies these needs promptly and ensures that teachers are trained to provide appropriate support. Reading is prioritized, with engaging texts selected for early years and phonics instruction starting in Reception. Additional support for reading continues into key stage two, helping pupils become confident and fluent readers.
Teachers demonstrate secure subject knowledge and employ strategies to help pupils recall prior learning, building on it effectively. However, there are instances where teachers do not adapt their teaching sufficiently to consolidate or extend pupils’ learning, which can hinder some pupils from securing essential knowledge or reaching higher levels of attainment.
The school has developed a comprehensive personal development program that covers relationships, equality, diversity, and health. Pupils learn about safety, including online safety, and engage in educational visits that enrich their learning experiences.
Overall, the school provides a good quality of education, with trustees effectively holding the school accountable. Leaders are committed to delivering an academic education that prepares pupils for future success, and staff report manageable workloads. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
To improve, the school should focus on providing teachers with further training in pedagogy to enhance their ability to adapt teaching methods and better support pupil learning.
