NCEA James Knott CofE Primary School, located in Ashington, Northumberland, has recently undergone its first graded inspection since opening in September 2021. The inspection, conducted on October 1 and 2, 2024, resulted in a positive evaluation across all key areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision, all rated as good. The school is led by headteacher Caroline Mullen and is part of the Northumberland Church of England Academy Trust, which provides additional support and oversight.
The school is characterized by its strong community links and a commitment to its Christian vision, which emphasizes nurturing pupils and encouraging them to shine. High expectations are set for all students, starting from the two-year-old provision, and the curriculum is designed to be ambitious and tailored to meet the needs of the pupils. This thoughtful approach has resulted in commendable academic achievements.
Behavioural expectations are clearly defined, with a focus on three core rules: be ready, be respectful, and be safe. This framework has fostered a positive environment where pupils generally behave well. For those with special educational needs and disabilities, additional strategies, such as the provision of calm spaces, have been effectively implemented to support their transitions throughout the school day. Relationships among staff and pupils are positive, contributing to a safe and cooperative atmosphere during playtime and other activities.
The school actively engages pupils in discussions about future careers, aiming to challenge gender stereotypes and connect the curriculum to potential career paths. For instance, a recent museum visit allowed pupils to explore the role of an archaeologist, broadening their understanding of various professions.
The curriculum has been well-defined with the support of the trust, outlining what pupils should learn by the end of each academic year. This structured approach allows for gradual knowledge acquisition, encouraging deep thinking and connections between concepts. However, while the core subjects of mathematics, English, and science have robust systems for assessing pupil knowledge retention, this level of development is less consistent in other subjects, indicating a need for improvement in monitoring and assessment practices.
Communication skills are prioritized, particularly for children entering the school with limited language abilities. The school employs a rich array of stories, songs, and rhymes to enhance vocabulary from the earliest stages. Daily phonics instruction in early years and key stage one has proven effective, with pupils demonstrating resilience in reading unfamiliar words. The outcomes of the phonics screening check for Year 1 pupils typically exceed national expectations.
Teachers exhibit strong subject knowledge and utilize it to support all pupils, including those with special educational needs. The school is focused on improving arithmetic skills to ensure that more pupils meet the expected standards in mathematics by the end of key stage two. Additionally, the curriculum includes lessons on healthy relationships, fostering maturity in discussions about personal development.
The school offers a variety of extracurricular opportunities, including music and sports, and introduces pupils to languages such as Mandarin and French, enriching their cultural understanding. Leadership within the school is effectively supported by the trust, although there are occasional limitations in monitoring the teaching quality across some subjects.
The local governing body plays an active role in supporting and challenging the school, demonstrating a clear understanding of its strengths and areas for development. Safeguarding arrangements are deemed effective, ensuring a safe environment for all pupils. Overall, the school is making significant strides in providing a quality education, though there are areas identified for further improvement, particularly in the assessment and monitoring of certain subjects.
