Durham Gilesgate Primary School Review 2026, a calm, inclusive primary with strong KS2 outcomes

Breakfast club is part of the daily rhythm here, and it sets the tone. The most recent official inspection describes a sense of calm and purpose from the start of the day, whether pupils begin in breakfast club or outside with friends.

This is a mixed state primary in Gilesgate, Durham, taking children from age 2 through to Year 6. Alongside its mainstream offer, it runs nursery provision and an enhanced mainstream resource base for pupils with hearing impairment, with specialist staff listed on the school website. The school’s KS2 profile is a clear strength, with outcomes placing it above England average and comfortably within the top quarter of primaries in England on FindMySchool’s rankings (based on official data). Demand for Reception places is real, with more applications than offers in the most recent published admissions cycle.

The school’s own language centres on confidence, a love of learning, and a curriculum built around values, heritage and opportunity, plus a growth mindset thread that is intended to shape pupils’ wider development, not just their test performance. That comes through in the way enrichment is framed. Rather than bolt-on “fun extras”, the website emphasises visits and visitors as an expected part of every class’s year, with curriculum drivers designed to connect classroom learning to the local area and the wider world.

In practice, this is an inclusive school with a broad intake and a clear SEND profile. The published staffing list includes specialist roles connected to deaf education, including a lead Qualified Teacher of Deaf and specialist support workers. The admissions information makes it explicit that the school hosts a hearing impairment resource base, and that this can affect class organisation and, in some cohorts, allow numbers above the normal year group limit because of the additional staffing capacity. For parents, the implication is straightforward. If your child benefits from supported communication approaches and specialist input, the infrastructure is built in rather than improvised.

The latest Ofsted inspection (May 2023) judged the school Good across all areas, and confirmed safeguarding is effective. That external picture aligns with a school that is trying to make consistency and security part of daily experience, particularly for pupils who need predictable routines and clear adult support.

The school’s KS2 outcomes are strong in both “expected standard” and “higher standard” measures.

In 2024, 78.33% of pupils met the expected standard in reading, writing and mathematics combined. The England average in the same measure is 62%, so the school sits well above England average on this core benchmark.

At the higher standard, 36.67% reached the higher threshold in reading, writing and mathematics, compared with an England average of 8%. That gap matters because it suggests the school is not only getting pupils over the expected line, it is also stretching a sizable proportion beyond it.

Science is also above England average on the expected standard measure, with 90% reaching the expected standard in science compared with an England average of 82%.

A ranking snapshot (FindMySchool methodology, based on official data) places the school 2,054th in England and 7th in Durham for primary outcomes. Put in plain English, that sits above England average, placing it comfortably within the top 25% of primary schools in England.

The reading, mathematics, and grammar, punctuation and spelling scaled scores are also high (reading 109, mathematics 108, GPS 107), which usually correlates with a curriculum where basics are prioritised early and revisited often across the year groups.

Reading is positioned as a school-wide priority, and the latest inspection report describes it as visible throughout the building, supported by a recently introduced early reading programme. The key point for parents is not the name of a scheme, but the way it is implemented. The report describes consistent delivery, phonics books matched to pupils’ known sounds, and personalised interventions for the small number who find learning to read harder.

The curriculum intent, as described by leaders, is ambitious for all pupils, with strategic decisions made to help pupils catch up on missed learning. The area that needs attention is also clearly stated in the same report. The organisation of the KS2 curriculum is described as complex, with mixed-age arrangements creating a risk that pupils may miss aspects of learning or repeat content. This is not unusual in smaller primaries, but it does create a practical question for parents to ask: how does the school check coverage and progression year on year, particularly in foundation subjects?

SEND is an operational strength. The inspection report describes highly effective systems, with adapted tasks and specialist teachers supporting pupils with more complex needs, including the use of sign language to support access to stories and to share children’s contributions. In a mainstream setting, that kind of detail usually signals that inclusive practice is routine rather than exceptional.

For a Durham City primary, transition planning is typically about readiness for the local secondary options, with the local authority coordinating Year 7 applications in Year 6. The school does not prominently publish a “feeder secondary” list on the pages reviewed, so parents should treat next-step planning as an individual decision influenced by distance, admissions criteria, and faith preferences (where applicable in local secondary choices).

What is clear is that the school is already building the skills that make transition smoother. A culture of calm routines, a reading-first approach, and explicit work on wellbeing and relationships all tend to reduce the “cliff edge” that some pupils experience moving into Year 7.

Families who are actively weighing multiple primary options often find it helpful to compare KS2 indicators side-by-side. FindMySchool’s local comparison tools can help you benchmark outcomes against nearby Durham primaries when you are shortlisting.

Reception admissions are coordinated through Durham County Council, and the school’s published admissions information points parents to the local authority process. The key operational detail is capacity. The school states an admission limit of 30 pupils per year group from Reception to Year 6, with the caveat that cohorts including the hearing impairment resource base can sometimes exceed 30 because of additional specialist support.

Demand in the most recent dataset is higher than supply. For the primary entry route, there were 29 applications for 17 offers, a subscription proportion of 1.71 applications per place. This is enough competition that families should assume distance and oversubscription criteria will matter.

For September 2026 Reception entry, Durham County Council’s published timeline confirms the application window is already closed, with the closing date shown as 15 January 2026, and offers scheduled for 16 April 2026. For future years, the national pattern is that primary applications open in September and close on 15 January.

Nursery admission is different. The school describes nursery applications as direct to the school, with parents able to make an appointment to view the Foundation Stage, discuss starting dates, and obtain the relevant form from the school office.

If you are making a move and trying to assess realistic admission chances, using a distance tool is sensible. FindMySchool’s Map Search can help families estimate likely competition, but the local authority criteria remain the deciding framework.

Pastoral strength at this school is tied closely to relationships and routines. The latest inspection report describes pupils as happy and feeling safe, with fall-outs handled quickly by staff and pupils able to talk about friendships developed over time. Personal, social and health education is also referenced as a route into wellbeing and mental health learning, with an emphasis on strong relationships between pupils and adults.

The SEND dimension matters here too. When communication support is embedded, pupils who might otherwise struggle to regulate or express needs can access help earlier. The combination of specialist deaf education staff and adapted classroom practice makes this particularly relevant for families with hearing impairment needs, and also for pupils with wider communication profiles.

One realistic challenge identified in the inspection report is attendance. It notes that a number of pupils have poor attendance, and that persistent absence reduces how well pupils can learn. Parents should read this as an area where the school is trying to improve outcomes through consistent routines and family engagement.

The school’s community allotment is a defining feature, and it is described as something pupils use regularly, alongside other “varied opportunities”. The allotment has its own origin story too, beginning in October 2013 after a National Lottery grant funded the transformation of waste land, with “parent power” and weekend sessions used to build it out. For pupils, the implication is hands-on learning that links science, sustainability, and responsibility to a real project that belongs to the community.

Beyond that anchor, enrichment is described with specific examples rather than generic claims. The inspection report references a stargazing project and a French club, plus a recent colour run and yoga classes as part of physical education and wellbeing-related activities. Those details suggest a school that is comfortable mixing academic ambition with experiences that give pupils different ways to succeed and feel included.

Wraparound and clubs are also unusually transparent for a primary website, with practical detail parents can use. Breakfast club is listed as running from 8.00am to 8.50am and costing £2.00 per session, including breakfast and childcare. After school childcare is shown as two tiers, £6 per session from 3.20pm to 4.30pm, or £11 per session up to 6.00pm (including pupils collected earlier within that window). This provision is based in the art room, with snack preparation supported by a neighbouring food technology room, and staffed by at least two people.

Named after-school activities are also published, including KS2 Football Skills with a PE coach, KS2 Tennis Skills with a PE coach, and KS2 Science Club with Mr Turner. The site is also home to the 4th Durham Scout Group, which can be a useful continuity point for families who already use Scouts locally.

This is a state school with no tuition fees.

The timings published for wraparound care give a clear guide to the day’s structure. Breakfast club runs until 8.50am, and after-school childcare begins at 3.20pm, which is typically consistent with the start and finish of the compulsory school day. Nursery provision is part of the school, including places for eligible two-year-olds, and the school states it offers funded hours for 3-year-olds and eligible 2-year-olds. (For nursery session patterns and any paid top-up options, families should check the school’s current information directly, as early years offers can change year to year.)

• Admission pressure. In the most recent dataset, there were 29 applications for 17 offers at the primary entry point, so admission can be competitive even for a smaller setting. Families should treat criteria and deadlines as central to planning.

• KS2 curriculum complexity. The most recent inspection report highlights that the way the KS2 curriculum is organised is complex, creating a risk that pupils could miss aspects of learning, particularly where mixed-age teaching arrangements operate. Ask how the school checks coverage and progression, especially in foundation subjects.

• Attendance focus. The same report flags that persistent absence affects learning for some pupils. If your child has health needs, anxiety, or other barriers to regular attendance, discuss support expectations early.

• Enhanced provision can shape cohorts. The school’s hearing impairment resource base is a strength, but it can also affect year group numbers and class composition. For many families this is a positive, but it is still worth understanding how it works in your child’s prospective cohort.

Durham Gilesgate Primary School offers an above-England-average academic picture with a calm, inclusive culture and a clear commitment to supporting pupils with SEND, including a specialist resource base for hearing impairment. Practical wraparound provision is unusually well explained, and the allotment-led community work gives the curriculum a distinctive real-world thread.

It suits families who want strong KS2 outcomes without a narrow focus, and who value inclusive practice, wellbeing education, and hands-on enrichment. The main constraint is getting a place, plus ensuring you are comfortable with how the KS2 curriculum is organised across mixed-age arrangements.