Framwellgate School Durham

What Ofsted said

From the inspection on 5 November 2024

Pupils are taught to be compassionate and respectful at Framwellgate School. This work is helping pupils to foster positive relationships with their teachers and their peers. Most pupils are happy at school. The school's work to safeguard pupils is thorough and effective. There is strong pastoral care. Pupils know who they can talk to if they have concerns. Pupils behave well. They are polite and courteous. The school has developed its behaviour policy to focus on rewards. Pupils are motivated by this. Bullying sometimes happens. Most pupils are confident that their concerns will be dealt with effectively by staff. The school is ambitious for pupils to succeed. There are high expectations for pupils' achievement. However, pupils learn better in some subjects than in others. This is because there are inconsistencies in the way the curriculum is delivered. The sixth form is a strength of the school. Sixth-form students are positive role models for younger pupils. They make a positive contribution to the school by supporting younger pupils in their lessons and as 'peer mentors'. The school is committed to supporting pupils with their personal development. For example, pupils develop their leadership skills through roles such as 'anti-bullying ambassadors' and they are taught ways to look after their physical and mental health.

What the school should improve

• The curriculum is not implemented consistently well in all subjects, including the ways that pupils' misconceptions are identified and addressed. This means that pupils' experiences of the curriculum, and their achievement by the end of key stage 4, are variable because of gaps in their knowledge. The school should ensure that the curriculum is implemented well in all subjects, including with the use of assessment, so that pupils know more and achieve more.
• The school does not adapt the curriculum for pupils with SEND consistently well. Some staff have not been sufficiently trained to identify and meet pupils' needs. As a result, some pupils with SEND do not learn as well as they should. The school should ensure that it quality assures the provision for pupils with SEND robustly, evaluates the impact of the support and identifies where curriculum adaptations and further professional development are needed.
• The weakest readers, including those at the earliest stages of reading, do not get the support that they need. This means that these pupils do not read as well as they should and this limits how successfully they learn across subjects. The school must ensure that staff get the skills and knowledge they need to support the weakest readers and that a comprehensive, effective and timely programme of support for reading is implemented for those pupils who need it.

Read the full Ofsted report (opens in a new tab)