Ferryhill Station Primary School

What Ofsted said

From the inspection on 4 October 2022

Pupils enjoy being at this school. They say, 'Everyone is welcome here.' Pupils who are new to the school are quick to settle and make friends. This is because pupils are very caring and supportive of each other. They work and play together well. Leaders have high expectations of pupils' behaviour. Pupils respond well to these. They understand the school's 'snakes and ladders' system. They like getting points for good behaviour. Pupils also learn about the rights and feelings of others through lessons and conversations with staff. They say that this helps them to understand different opinions and needs. Leaders are ambitious in what they want pupils to achieve. However, some teachers do not have the subject knowledge required to deliver all aspects of the wider curriculum as well as they should. Leaders recognise this and have planned a training programme to support all staff to deliver the wider curriculum well. Pupils take responsibility from an early age. The youngest children learn to tidy up after activities. Older pupils volunteer to be school council members or community ambassadors. They feel safe and well looked after by staff at school. Pupils learn about bullying and know how to recognise it. They say it is very rare and that when it has happened, staff have been quick to put a stop to it.

What the school should improve

• In some foundation subjects, pupils' understanding of key concepts such as chronology is not strong. The school's new curriculum identifies key themes and concepts which must be taught. However, teachers do not have sufficient subject knowledge to fully implement the programmes of study. This means that lesson activities do not always cover key content in sufficient depth for pupils to remember it. Leaders should continue to train all staff to deliver the new curriculum so that key content is covered thoroughly.
• In early years, children's use of key vocabulary when playing and learning independently is limited. It does not match their vocabulary when taking part in adult-led activities. The environment in the early years does not provide opportunities for pupils to practise and become familiar with any new language they have learned. Leaders should carry out their plans to improve the early years environment so that it encourages children to become familiar with the vocabulary they are taught.

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