Cragside Self Evaluation - a summary 2024
“Cragside is led with integrity and passion and this has been instrumental in the work they have supported at The Chartered College of Teaching and has been commented upon by all those who have visited from the project. The vision for the curriculum is tangible and well constructed and has enabled the team to make extensive progression over the pilot year and this work is informing the formation of nationally available resources as well as influencing the direction of future work within the primary sector. More importantly, the daily diet that the children are receiving is exciting, engaging and well considered for them as learners and future citizens. It has been a pleasure to work alongside Cragside and I hope the partnership will continue for many years to come.”
Jenna Crittenden May 2024 Curriculum Design Lead, Chartered College of Teaching
From Reception to Year 6, children blossom at Cragside Primary School. Staff create an environment where all children, including those with special educational needs and/or disabilities (SEND), succeed. Children love their school. They are proud to be part of the Cragside ‘family’. Children excel in the many opportunities to develop their learning beyond the classroom. For example, many children sing in the school’s choirs, all children participated in the Sky Arts’ portrait competition (we had a national winner!) and a rich assembly timetable enables all children to celebrate significant events such as Diwali, International Women’s Day, Parliament Week & Yom Kippur. This comprehensive offer supports them to become well-rounded individuals with a broad view of the world.
As soon as children join Reception, routines are established. Children get off to a great start. There is a strong focus on singing rhymes and listening to stories. In the early years, children learn how to take turns and share. This continues throughout all year groups. Children are enthusiastic learners. They are conscientious and hard-working. This is reflected in the high-quality work that they produce. Children have many opportunities to develop leadership skills. For example, in Year 6 all children have a role and responsibility either as a subject ambassador, house captain, or as playground leaders. Parents and carers are positive about the school.
All staff share leaders’ vision for excellence in terms of children’s academic, social and emotional success. There is a relentless drive to ensure that all children receive an outstanding education. Children succeed in all areas of the curriculum. Reading is a ‘golden thread’ that runs through every aspect of the curriculum. From the moment children join Reception, there is a strong focus on reading for pleasure. This supports them to develop a love of reading and rhyme at an early stage. Alongside this Reception children learn phonics using the Read, Write Inc scheme. As a result, children in Key Stage One are successful readers. All children talk confidently about their favourite books and stories. Older children enjoy a broad range of classic and modern authors including Katherine Rundell, Phillip Pullman, Onjali Q. Raúf and Shaun Tan.
The curriculum supports all children, including those with SEND, to produce work of a high quality and develop a depth of understanding. Over time, leaders have designed an ambitious and exciting curriculum. The work on curriculum is on-going. The school is one of six schools in England to have been chosen to be part of the ‘Rethinking Curriculum’ project funded by The Chartered College of Teaching and the Helen Hamlyn Centre for Pedagogy. The school is also the lead school for North-East Creativity Collaboratives – an Arts Council funded project tasked with developing creative thinking in children and young people. Leaders are aspirational for all children to succeed both now and in the future. Through a rich personal, social and health education curriculum, children develop the same eagerness to thrive. For example, children in Year 2 have worked with architecture students from the University of Newcastle learning not only about architecture but also about what is needed to become an architect.
Children are keen to learn. They demonstrate excellent learning behaviours. This supports them to be successful. In art, leaders aspire for children to be illustrators, graphic designers and architects. Children talk confidently about many different artists, including Lowry, Banksy and Georgia O’Keeffe. Children learn to use a range of different media in art. Their sketch books show how children practise and develop techniques over a sequence of lessons, before producing a final piece of work. In computing, children talk confidently about how to use code to create algorithms, the process of decomposition and the significance of variables.
The well-being of children, staff and parents is a high priority for leaders. The school employs a family support worker and an art psychotherapist to provide children and families with specialist support as and when needed. Staff comment on how leaders value and support them. Children know how to keep themselves physically and mentally healthy. All children participate in a daily run and are enthusiastic about its positive impact. Children are polite and considerate. They allow each other to talk and share their ideas, listen attentively and respond appropriately. Children have the opportunity to debate different topics and know the importance of tolerance and inclusion. The school is building on this oracy work by becoming a ‘Voice 21’ school.
The school environment is orderly and children feel safe. Children say that they are like ‘one family’. Governors hold leaders to account well. There is a comprehensive annual timetable of committee meetings, learning walks, link governor visits and briefings as well as the usual termly full governing body meetings. This robust timetable enables governors to gather the information that they need, including first hand, which they use to ask challenging questions. Staff are overwhelmingly positive about the school.
Safeguarding
The arrangements for safeguarding are effective. Leaders have created a strong culture of safeguarding. Leaders ensure that all staff receive training so they can recognise potential risks to children. Staff record concerns in a timely manner so that children and families receive the support they need, when they need it. Leaders work effectively with external agencies where necessary. The curriculum supports children to know how to keep themselves safe, including when online. Children know that adults will listen to them and give them the help they need, if they have any concerns.
Rachel Higginson (educational consultant) produced a report on Cragside Primary School in June 2024 and said:
" What struck me the most is that this is a curriculum of liberation. The barriers to learning and access don’t exist…In my whole career I have not seen this achieved and was incredibly moved.
It should be noted that this has been achieved because of the following:
• A staff culture of togetherness. A strong, engaged, ambitious and autonomous team.
• A deep investment in what’s right for the learners.
• A ‘first 20%’ model
• A curriculum built to develop future citizens
• Brave leadership who build staff confidence, provide rigorous systems and trust their staff.
• Exceptional teachers."
