Hexham First School

What Ofsted said

From the inspection on 30 June 2026

Pupils are happy and cared for well at the school. Each morning, they receive a warm welcome by staff who care about them. Pupils value the school’s clear routines and expectations. They interact and play positively with their peers. Pupils behave well and are keen to please staff. Bullying is very rare and is dealt with quickly and effectively. Children in the early years quickly develop their confidence and curiosity. Most pupils attend school regularly. Pupils enjoy learning. They access a broad and balanced curriculum across a range of subject areas. However, the quality of teaching they receive is variable. Pupils occasionally make mistakes that are not identified quickly enough. This means that a minority of pupils develop gaps in their knowledge and skills across reading, writing and mathematics. These gaps limit the progress that they can make across the wider curriculum. Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) are supported effectively to access and do well in their learning. However, a significant minority find it difficult to develop their independence. Children in the early years benefit from high-quality interactions and structured play. They learn how to play alongside their peers and explore the world around them. Children in the early years begin to read with fluency. Most children reach a good level of development by the end of Reception. They are well prepared for their next steps. All pupils, including those who are disadvantaged and those with SEND, are fully included in all aspects of school life. They enjoy learning musical instruments, entering sports competitions and exploring outdoor spaces. Pupils regularly visit elderly residents in the local care home. They participate in local arts and cultural events, such as the Hexham lantern parade. Pupils become valued members of the local community.

What the school should improve

• Leaders should ensure that all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), quickly secure their foundational knowledge in reading, writing and mathematics so that they can make secure progress across the wider curriculum.
• Leaders should ensure that they embed highly effective teaching across all subjects so that all pupils, including those who are disadvantaged and those with SEND, develop the knowledge and skills they need for their next steps.
• Leaders should ensure the impact of the pupil premium strategy is closely monitored to make sure it is making a positive difference to the experiences of pupils who are disadvantaged.

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