The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
King Edwin Primary School serves families in Amble and the surrounding area, with places from age 2 through to Year 6. The school’s identity leans heavily into its location, with the puffin as a symbol and a mission of “Learn to Fly”, linked explicitly to Coquet Island’s puffins and the idea of children developing independence and confidence over time.
The most recent Ofsted inspection took place on 19 November 2024 and concluded the school had taken effective action to maintain standards identified at the previous inspection.
Demand is real rather than theoretical. For Reception entry, there were 27 applications for 16 offers in the latest available admissions cycle, a ratio that tends to translate into fewer late places and a higher reliance on oversubscription criteria.
What stands out is the combination of a modernised site and a curriculum offer that actively uses the local coastline. “Beach School” is not treated as an occasional trip, it appears as a named strand of provision and as a recurring calendar feature, including class beach mornings across the year.
The school’s messaging is unusually consistent for a state primary. Values are set out clearly as Respect, Happiness and Growth, with behaviour expectations framed around three rules, Be Ready, Be Respectful and Be Safe. That matters day to day because children do better with simple, repeatable language. It is also easier for parents to understand what “good behaviour” means in practice, especially in Reception and Year 1 where routines do much of the heavy lifting.
A second thread is the local civic identity. The “Learn to Fly” mission is anchored to the annual cycle of puffins returning to Coquet Island, with “pufflings” taking their first flight, used as a metaphor for children moving from dependence towards confidence. In a primary context, that is more than branding. It signals a school that wants children to try things, make mistakes, and gradually take responsibility, which fits well with the practical reality of pupils progressing from nursery through to Key Stage 2.
The 2024 inspection report also supports the idea of a calm, inclusive culture, including positive relationships and a school day where routines are usually secure, even if consistency at social times is an area leaders are still tightening. For parents, the practical implication is that this is not a “chaotic” school, but it is also not one that is finished improving. It is still consolidating behaviour consistency, particularly outside lessons.
Nursery runs as a distinct but connected part of the school, offering funded places for 2 to 4 year olds as well as additional paid sessions for 2 year olds. Staff qualifications are described in concrete terms, with early years staff holding a minimum of NVQ Level 3, and ratios maintained at the legal limit.
For families, the point to focus on is not the funding detail, it is the operational structure. A nursery that spells out admissions points and staffing expectations tends to be more predictable in daily routines. That usually translates to smoother transitions into Reception, particularly for children who benefit from stable boundaries and consistent adult expectations.
What can be stated with confidence is the academic intent. The school operates with “high expectations” and an “ambitious curriculum” across subjects, including for pupils with special educational needs and disabilities, with structured sequencing and regular revisiting of learning.
Reading is treated as a foundation priority, with phonics described as effective from Reception onwards, and additional support for pupils who fall behind. In a primary school, this is one of the clearest signals of future attainment, because early reading fluency unlocks writing and access to the wider curriculum by Year 3 and beyond.
A useful way for parents to interpret this is to treat the school’s “quality of curriculum and teaching routines” as the lead indicator. If you are comparing several local primaries, FindMySchool’s Local Hub comparison tool can help you keep a consistent frame when school level metrics are patchy or missing.
The curriculum is presented as structured, sequenced, and designed so that pupils build knowledge cumulatively. That is the right direction of travel in primary education because it reduces random coverage and increases the chance that pupils remember what they have been taught.
Several aspects are worth pulling out because they translate directly into classroom experience:
Subject knowledge and responsive teaching. Teachers are described as having strong knowledge of what they teach, revisiting prior learning, and addressing misunderstandings quickly. For parents, the implication is lessons are likely to feel purposeful rather than improvised, with children more often knowing what they are learning and why.
Writing and handwriting as a current development area. The school has adapted its approach to writing, using model texts and teaching grammar and punctuation. Handwriting consistency is identified as the main academic improvement point, with some pupils not developing fluent letter formation as quickly as they should. This is a useful “watch item” at open events. Ask to see examples of handwriting progression across year groups, and ask how practice is built into daily routines.
SEND identification and independence. Needs are described as identified swiftly and accurately, learning plans reviewed routinely, and additional resources used to support independence alongside peers. For families of children with SEND, this is one of the more meaningful promises because it talks about access and autonomy, not just support hours.
Nursery entry points are set out clearly, including funded and paid places, and admissions timing linked to term starts after key birthdays. The inspection commentary also makes a specific point that two year olds enjoy stories and rhymes from their first days in nursery, which aligns with a language rich early years approach.
For parents, the practical implication is that transition into Reception should feel like a continuation rather than a reset, provided your child’s nursery experience matches their developmental needs.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
As a primary school, the key transition is into Year 7, and that is shaped heavily by Northumberland’s coordinated admissions system and the local school landscape.
What can be stated with confidence from the admissions information is that Reception admissions are coordinated by Northumberland County Council, and a nursery place does not guarantee a Reception place. For parents, that means planning matters. If you are relying on nursery as a pathway, you still need to treat Reception as a separate application.
The school also positions pupils as being prepared personally and socially for the next stage, including through enrichment, responsibilities (such as reading leaders), and structured support for emotional needs.
If you are shortlisting secondaries now, it is worth asking at open events which secondaries the school works with most closely for transition and what the handover process looks like for SEND support and pastoral notes.
Reception admission is local authority coordinated, with parents applying through Northumberland’s process rather than directly to the school. The school encourages visits, which is useful for assessing fit, but does not change admissions priority.
with 27 applications for 16 offers in the latest available data, Reception entry is oversubscribed. For families, the implication is that you should not assume a place is available late in the cycle, and you should read the oversubscription criteria carefully.
Northumberland’s published primary admissions timetable for 2025 entry shows the online portal opening in early November, closing mid January, and offers in mid April. For September 2026 entry, the exact dates should be checked on the local authority site, but the pattern is usually similar year to year.
A practical tip is to use FindMySchool’s Map Search to confirm travel practicality and your likely daily routine, then treat admissions rules as the separate question. Those two considerations get blurred in many shortlists.
Applications
27
Total received
Places Offered
16
Subscription Rate
1.7x
Apps per place
Pastoral systems show up in small, repeatable routines rather than one-off initiatives. King Edwin’s core rule set, Be Ready, Be Respectful and Be Safe, provides a simple common language that children can apply in class and at social times.
The school also makes attendance a priority, with clear systems and regular messaging about why it matters. That tends to be a marker of an organised school, and it is also a proxy for safeguarding culture because attendance monitoring is part of identifying vulnerability early.
Safeguarding information is clearly signposted, with the headteacher, Mrs Lizzie Jackson, named as the Designated Safeguarding Lead.
The strongest extracurricular signal is not the breadth of generic clubs, it is the specificity and the frequency of named activities.
the Spring 2026 extracurricular offer includes Lego Club (split by year groups), Arts and Crafts, Choir, Dance, a SATs club for Year 6, and an external football option via Trident Soccer. This matters because it tells you something about organisation. Clubs have times, costs where relevant, and limited places with bookings, which usually reduces last-minute cancellations and improves attendance.
the school explicitly positions itself as using the local environment, with Beach School named as a curriculum element and repeated beach mornings scheduled for multiple year groups. For parents, the implication is practical. Children are likely to get more outdoor learning than in many inland schools, and the school may appeal strongly to pupils who learn well through hands-on experiences.
the timetable shows planned PE competitions and Year 4 swimming starting in January 2026. Those are concrete opportunities rather than vague “we value sport” statements.
This is a state school with no tuition fees.
gates open at 8:35am; the school day begins at 8:45am. Reception to Year 5 are dismissed at 3:15pm, with Year 4 and above able to leave without an adult if parents have provided written permission.
breakfast club runs from 8:00am and is £2.50 per session, with breakfast offered to children arriving before 8:20am. After-school provision runs Monday to Thursday until 5:00pm with several options, including a shorter session and a “club then wraparound” option, plus a late collection fee after 5:00pm.
Amble is compact enough that many families will be thinking for walking and short drives, and the school’s start and finish times are standard for a primary. If you are new to the area, map your route at peak times rather than relying on off-peak estimates.
Reception is oversubscribed. With 27 applications for 16 offers in the latest available cycle, admission is competitive and families should plan early, including having realistic backups.
Handwriting consistency is still being strengthened. The school’s writing approach has been updated, but letter formation and fluency are not yet consistent for all pupils. This is worth exploring if your child already finds handwriting effortful.
Nursery does not guarantee Reception. Even if your child attends the nursery, you still need to apply separately for Reception through the local authority route.
Behaviour consistency at social times is a live area. Most pupils behave well, but consistent application of routines outside lessons is not yet uniform across the school day.
King Edwin Primary School makes a coherent case for itself, a values-led primary with nursery places, a strong emphasis on reading, and a distinctive coastal flavour through Beach School and regular local enrichment. The modernised site and structured approach to curriculum and clubs add to the sense of organisation.
Who it suits: families who want a state primary with early years provision, clear rules and routines, and an outdoors and community leaning approach that makes the most of Amble’s setting. The main challenge is securing a Reception place in an oversubscribed context.
The most recent inspection (November 2024) reported that the school had maintained standards, with an ambitious curriculum and a positive culture around wellbeing and reading.
Reception admissions are coordinated by Northumberland County Council rather than directly by the school. Families should follow the local authority process and deadlines for September entry.
No. Nursery allocation does not guarantee a Reception place, and parents still need to apply for Reception through the local authority route even if their child already attends nursery.
Yes. Breakfast club begins at 8:00am, and after-school provision runs Monday to Thursday until 5:00pm with several session options.
The Spring 2026 offer includes clubs such as Lego Club, Arts and Crafts, Choir, Dance, a Year 6 SATs club, and an external football option, with bookings managed in advance.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
While we strive for accuracy, we cannot guarantee that all information is current, complete, or error-free. Data may change without notice, and schools and/or local authorities should be contacted directly to verify any details before making decisions.
FindMySchool does not endorse any particular school, and rankings reflect specific metrics rather than overall quality.
To the fullest extent permitted by law, we accept no liability for any loss or damage arising from reliance on information provided. If you believe any information is inaccurate, please contact us.
