Castletown Primary School

Castletown Primary School is performing securely overall, with all inspected areas meeting the expected standard and safeguarding standards met. It is a larger-than-average primary in an area of above-average deprivation, with an above-average proportion of pupils eligible for free school meals. Pupils’ attainment in reading, writing and mathematics has improved year on year and is now above the national average; progress in reading and mathematics is impressive, including for pupils with SEND and disadvantaged pupils. Behaviour is extremely positive, the school’s values are embedded, and pupils are welcoming, caring and respectful. The school’s strengths include a broad and vibrant curriculum, particularly in art, design and technology and music, well-taught phonics and early reading, and a rich early years provision that prepares children well for Year 1. Inclusion is a clear strength: pupils with complex needs are supported effectively, including through the ‘discovery den’, and disadvantaged pupils achieve well. Leadership and governance are strong, with a clear moral compass, effective use of professional development, and positive staff and parental feedback. Personal development is well designed, with leadership opportunities, cultural experiences and sport. The main areas for development are the precision of curriculum planning and assessment in some foundation subjects, so that key knowledge and end points are equally clear in all subjects and assessment matches each curriculum. Attendance is broadly in line with national averages, but persistent absence is above the national average and leaders should continue to improve attendance, especially for vulnerable pupils.

Strengths

• Attainment in reading, writing and mathematics is above the national average and improving
• Pupils make impressive progress in reading and mathematics from varying starting points
• Pupils with SEND make notable progress in reading and mathematics
• Disadvantaged pupils attain well compared with disadvantaged pupils nationally
• Behaviour is extremely positive and school values are consistently demonstrated
• Attendance is in line with national averages and leaders work effectively with families
• Curriculum is clear and well sequenced in many subjects, including mathematics, art and design and technology
• Phonics and early reading are taught well
• Early years provision is rich, well delivered and prepares children for Year 1
• Inclusion is strong, with quick SEND identification and effective support including the discovery den
• Leadership and governance have a clear moral compass and know the school well
• Personal development is well designed, with leadership opportunities, arts, music and sport
• Safeguarding standards are met

Areas for Improvement

• Curriculum precision and end points are not yet consistent across all subjects
• Assessment in foundation subjects does not yet match curriculum content well enough
• Some foundation subjects, including computing and Spanish, are less developed
• Persistent absence is above the national average and attendance for vulnerable pupils should continue to improve

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Castletown Primary School attended 94.3% of sessions (the national figure for primary schools was 94.8%). 17.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Castletown Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Castletown Primary School had 21.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 6.1% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 17.3% of pupils at Castletown Primary School were on SEN support (nationally 15.4%) and 2.6% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Castletown Primary School received £7,999 and spent £7,569 for each of its 340 pupils. It ended the year with reserves of £458,000 (£1,349 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Castletown Primary School's Ofsted rating?

The latest Ofsted rating for Castletown Primary School is Expected standard, from an inspection in October 2026.

When was Castletown Primary School last inspected by Ofsted?

Castletown Primary School was last inspected in October 2026.

How many pupils does Castletown Primary School have?

Castletown Primary School has 347 pupils on roll.

What age range does Castletown Primary School cover?

Castletown Primary School for pupils aged 3 to 11.

What are Castletown Primary School's SATs (KS2) results?

In 2025, 76% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Castletown Primary School?

Castletown Primary School is at Grange Road, Castletown, Castletown Primary School, Sunderland, Tyne and Wear, SR5 3EQ.