Stocksfield Avenue Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
446
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0191 278 7878

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(23/05/2019)
Full Report - All Reports
64%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
St Cuthbert's Road
Fenham
Newcastle-upon-Tyne
NE5 2DQ
01912748434

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your high expectations, commitment and vision are evident throughout the school. Leaders are dedicated, focused and highly effective. They provide strong and inspirational leadership. As a result, pupils enjoy their learning and achieve well. Morale is high, and the vast majority of parents have the upmost confidence in the school’s work. The relationships between staff and pupils are superb. Consequently, there is a tangible team spirit and a sense of community across the school. This enables staff to provide highly effective levels of care, guidance and support. Stocksfield Avenue is a happy, caring and inclusive school. Leaders have created an open and welcoming culture. Pupils are engaged in, and excited by, their learning. You have created and developed a strong team of leaders who share your passion for the school and your commitment to ensure the continued success of every pupil. Parents highly value how well staff get to know their children as individuals. The vast majority of parents spoken to during the inspection and those who responded to Ofsted’s online questionnaire, Parent View, were very positive about the school. One parent said, ‘It is a fantastic school, that pushes the children to achieve their very best.’ Another parent summed up the views of many, saying, ‘Stocksfield is a brilliant school. The teachers are amazing, and my children are very happy here.’ Leaders, including governors, have an unrelenting drive to raise standards. They have an accurate view of the school’s strengths and weaknesses. Leaders gather and evaluate a wide range of information to ensure that they can focus on the core priorities and address any issues. Leaders have maintained the strengths highlighted in the previous inspection report and addressed the areas to improve, such as writing. Leaders have thoroughly reviewed the school’s approach to writing. You have introduced a consistent and highly effective approach to the teaching of this essential skill. The strong emphasis on writing across subjects has helped to improve the regularity as well as the range of high-quality writing. Pupils routinely edit and improve their work. As a result of these changes, pupils’ writing has improved considerably, and pupils invariably make strong progress in writing. Above all, pupils enjoy writing. Teaching is effective and is continuing to improve. Teachers inspire pupils to learn and encourage them to achieve. Pupils want to show what they can do and are eager to talk about their learning. They present their work neatly and with evident pride. Pupils have very positive attitudes to learning and demonstrate exemplary behaviour in and out of lessons. Staff have high expectations of all pupils, ensuring that learning takes place in a calm, purposeful and productive atmosphere. Governors have a clear, detailed and accurate understanding of the school’s strengths and appropriate areas for further development. They challenge and support the senior leadership team effectively. Governors carry out a range of useful tasks to monitor and evaluate the school’s effectiveness, including checking safeguarding arrangements. Governors are fully supportive of the school. They know the school well and are ambitious for its continued success. The acting chief executive officer and board of trustees share governors’ commitment to the school. Collectively, they bring a wide range of skills and experiences, providing an appropriate balance of support and challenge to school leaders. Safeguarding is effective. Leaders are assiduous and thorough in acting to keep pupils safe. They have ensured that all safeguarding arrangements are appropriate and fit for purpose. You have made sure that staff are acutely aware of the school’s procedures and your expectations for the care of your pupils. As designated safeguarding leader and supported by the family workers, you have developed a clear, effective and wellestablished culture of safeguarding within the school. Your dedicated team of staff know how to identify concerns and how to report them in a timely manner. They work effectively together and with external agencies, when appropriate, to support vulnerable pupils and their families. Records of concerns and the actions taken are carefully noted and responded to as appropriate. The recruitment and induction of new staff are carried out effectively. Training and updates are timely and are responsive to the changing needs of the pupils. Pupils feel safe in school and have great confidence in the adults who look after them. They are taught how to keep themselves safe through a range of lessons and other activities. Leaders ensure that learning about how to stay safe is an integral part of the pupils’ personal, social and health education. Pupils and staff speak positively about the learning that takes place around diversity, determination, mental well-being and resilience. Younger children speak about being a ‘stickasaurus’ when explaining how they did not give up when learning. Whereas, older pupils speak with confidence about learning how to stay safe when using the internet or social media. Pupils are aware that bullying can take place, but they state that this ‘never really happens’. Moreover, they are confident that if it does occur teachers will deal with it quickly and effectively, or as they put it ‘will help people to be friends again’. Providing access to a counsellor or family support worker, as appropriate, is further evidence of leaders’ commitment to pupils’ wellbeing. Inspection findings Children at Stocksfield Avenue get off to an excellent start in Reception because the early years leader, rightly, has high expectations for the children in her care. There was a very lively atmosphere and an air of excitement and purposeful activity when we visited the Reception class. Children were observed developing their early literacy and numeracy skills well, cooperating with each other, and using their problem-solving and reasoning skills to explore and investigate. It was clear that children experience a wide range of highly engaging activities, which skilfully build on their interests, strengths and what they need to do to make even greater progress. This is clearly reflected in the focused photographic and written records of children’s work. Everywhere I looked, children were absorbed in learning and the area buzzed with their excitement. It is not surprising, therefore, that children make strong progress in the Reception class and they are well prepared for the demands of Year 1. Your Nursery class was also a hive of purposeful play and activity. Our visit to the Nursery confirmed leaders’ views that routines for effective learning in numeracy and writing are being established. The environment was well planned and effectively used to support learning. Above all, children are safe and happy. They learn effectively through play and make good progress. The teaching of phonics is also a clear strength of the school. The phonics sessions that we visited were engaging and supported pupils’ understanding of letters and the sounds they make. The teaching of phonics and reading in Reception and Year 1 is highly effective. Children participate actively in phonics sessions, which are carefully planned to match their needs. Work in pupils’ writing books shows that they have opportunities to apply the phonic skills they learn in these sessions. Consequently, the proportion of pupils achieving the expected standard in the Year 1 phonics screening check has been above the national average for the last three years. The teaching of reading is a growing strength across the school. In 2018, the proportion of pupils achieving the expected standard in reading at the end of key stage 2 was in line with the national average. The proportion of pupils achieving at the higher standard was above average. Pupils and younger children demonstrate a love of reading and were able to talk about their favourite books and why they enjoy reading. Those who read to me did so with fluency and expression. However, older pupils struggled to work out the meaning of unfamiliar words and phrases such as ‘eccentricities’, ‘empire-building’ and ‘at a stretch’, in a complex text. But, they were determined to ‘have a go’ and were unphased by the challenge. Leaders are rightly confident in the new initiatives that they have introduced to improve the teaching of reading. Consequently, pupils’ progress is improving and, above all, they enjoy reading. However, leaders recognise that in order to make stronger progress in key stage 2, continued action is needed to improve pupils’ vocabulary and skills in drawing inference from complex texts. Leaders have developed a curriculum which inspires, motivates and challenges pupils to learn. The range of opportunities and varied experiences enable pupils across the school to deepen their knowledge, broaden their skills and prepare them for the next stage in their education. The well-developed curriculum is structured to provide a purposeful approach that builds on pupils’ knowledge, skills and understanding in different subjects. A current focus has been to broaden pupils’ vocabulary. You have rightly placed a strong focus on strengthening the teaching of mathematics across the school. The introduction of your ‘5 a day’ mathematics sessions has placed a focus on ensuring fluency and addressing misconceptions. Arithmetic is taught effectively, and pupils are given many opportunities to practise their arithmetical skills. Work in pupils’ books shows that across the school pupils are making good progress. Pupils speak positively about their learning in mathematics and, as with other subjects, take pride in their work. However, in 2018 the proportion achieving the expected standard and higher standard in mathematics by the end of Year 6 was below the national average. Work in current pupils’ books demonstrates that the changes you have introduced are already having a positive effect on current pupils’ progress and attainment. However, the opportunities that are given to pupils to use reasoning and problem-solving skills are not as well developed. Recent work to include more reasoning opportunities in lessons is not yet consistent and is not yet fully embedded. Leaders are resolute in their determination to improve attendance and to emphasise the importance of good attendance. Individual attendance is checked regularly, and parents are informed of any issues. Your tenacious approach has ensured that attendance improves each year and the proportion of pupils who are regularly absent from school has fallen to below the national average. Good relationships with families and highly effective family workers have helped to ensure that improvements in attendance have been made quickly. Most importantly, pupils enjoy coming to school. Next steps for the school Leaders and those responsible for governance should ensure that: teachers continue to broaden pupils’ vocabulary and skills in drawing inference from texts, so that their reading comprehension continues to improve more-consistent opportunities are given to pupils to develop their reasoning and problem-solving skills in mathematics.

Stocksfield Avenue Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>28, "disagree"=>3, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>17, "disagree"=>3, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>24, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>14, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>10} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>28, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>17, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>21, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>28, "disagree"=>10, "strongly_disagree"=>7, "dont_know"=>28} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>34, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>17, "disagree"=>21, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 29 responses up to 25-05-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>28, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 29 responses up to 25-05-2019
Yes No {"yes"=>79, "no"=>21} UNLOCK Figures based on 29 responses up to 25-05-2019

Responses taken from Ofsted Parent View

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