NCEA Thomas Bewick C of E Primary School
| Type | Primary / Academy converter |
| Age Range | 2-11 |
| Religion | Church of England |
| Address | Moorhouse Lane Ashington Northumberland NE63 9LP |
| Phone | 01670812075 |
| Reference Number | 148766 |
NCEA Thomas Bewick C of E Primary School is performing well, achieving a grade of 'Good' in all areas evaluated including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school’s commitment to developing a positive and supportive community is evident, with pupils demonstrating pride, compassion, and a strong sense of belonging. Staff are well-trained and dedicated to ensuring the safety and well-being of students, leading to effective pastoral support and a good school ethos.
General Makeup
| Number of pupils | 250 |
| Boy/Girl ratio |
Boys: 54%
Girls: 46% |
| Percentage of students eligible for free school meals | 54.9% |
| Percentage of students where English is not their first language | 1.2% |
Class Sizes
| Average size of one teacher classes | 27.3 |
| Average size of Key Stage 1 classes taught by one teacher | 25 |
| Average size of Key Stage 2 classes taught by one teacher | 30 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 13 | 17 | 30 |
| 2 | 11 | 11 | 22 |
| 3 | 17 | 13 | 30 |
| 4 | 20 | 10 | 30 |
| 5 | 14 | 16 | 30 |
| 6 | 16 | 14 | 30 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 94.8% |
| African | 2.4% |
| White, Other | 0.8% |
| White & Black (African) | 0.8% |
| Pakistani | 0.8% |
| Mixed, Other | 0.4% |
| Overall Ofsted Rating | Good |
| > Quality of education | Good |
| > Behaviour & Attitude | Good |
| > Personal Development | Good |
| > Leadership & Management | Good |
| > Early Years Provision | Good |
| Last Report Date | 14 May 2024 |
| Date | Report |
|---|---|
| 14 May 2024 | School inspection: |
Strengths
- Strong focus on pupils' behaviour and high expectations for achievement.
- Well-planned and high-quality early years provision.
- Pupils have a love of reading supported by effective phonics and literacy instruction.
- Positive relationships across the school foster a caring learning environment.
- Strong engagement of pupils in community projects and extracurricular activities.
- Effective leadership supports staff well-being and promotes a collaborative culture.
Areas for Improvement
- Inconsistency in addressing misconceptions in phonics related to spelling.
- Pupils' outcomes in national assessments do not currently reflect their actual progress.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 41% | ||
| Pupils meeting a higher standard | 0% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 100 | ||
| Maths | 99 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | -3.3 | ||
| Writing | -0.6 | ||
| Maths | -4.4 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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| Number of Applications | Number of Offers | |
| First Preference | ||
| Second Preference | 9 | 0 |
| Third Preference | 10 | 1 |
| From another Local Authority | 0 | 0 |
Previous Years
Sample
Unlock| Name | Distance |
|
St Aidan's Catholic Primary School, Ashington
Moorhouse Lane, Ashington, NE63 9LR |
0.09 miles |
|
NCEA Bishop's Primary School
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0.3 miles |
|
NCEA James Knott CofE Primary School
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|
NCEA Grace Darling CofE Primary School
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|
Stakeford Primary School
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1.41 miles |
|
Ringway Primary School
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1.88 miles |
|
Mowbray Primary School
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2.11 miles |
|
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2.43 miles |
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Cambois Primary School
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Bedlington Station Primary School
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2.71 miles |
|
Choppington Primary School
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2.72 miles |
|
Linton Primary School
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2.88 miles |
|
Ellington Primary School
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|
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3.3 miles |
|
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3.41 miles |
|
The Dales School
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3.54 miles |
|
Horton Grange Primary School
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3.57 miles |
|
Pegswood Primary School
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3.67 miles |
|
Bedlington Whitley Memorial Church of England Primary School
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Malvin's Close Academy
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| Name | Distance |
|
NCEA Castle School
Academy Road, Ashington, Northumberland, NE63 9FZ |
0.32 miles |
|
NCEA Duke's Secondary School
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Rosewood Independent School
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Gust Independent School
1 Haldane Street, Ashington, Northumberland, NE63 8SF |
0.96 miles |
|
Ashington Academy
Green Lane, Ashington, Northumberland, NE63 8DH |
1.1 miles |
|
Cleaswell Hill School
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2.17 miles |
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Bedlington Academy
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2.9 miles |
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The Blyth Academy
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3.86 miles |
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St Benet Biscop Catholic Academy
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3.86 miles |
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Gilbert Ward Academy
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4.1 miles |
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Howard House School
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4.19 miles |
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Bede Academy
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4.42 miles |
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Collingwood School & Media Arts College
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4.98 miles |