Morpeth All Saints Church of England First School

This is a Church of England first school in Lancaster Park, Morpeth, educating pupils from Nursery through to Year 4 (ages 3 to 9), with capacity for 277 pupils.

It sits within the Cheviot Learning Trust, and it is also a relatively new academy in legal terms. The current academy (URN 149716) replaced the predecessor aided school (URN 122297) when it converted, so inspection history you will find online often relates to the predecessor rather than the new academy entity.

Day to day, the defining features are a clear Church of England identity, explicit school values, and an emphasis on reading and phonics plus outdoor learning. The most recent published inspection evidence for the predecessor school describes a setting where pupils feel safe, where wellbeing support is visible in routines and spaces, and where outdoor learning is a popular and purposeful part of the week.

The school’s Church of England character is not a light touch. The published inspection evidence for the predecessor school explicitly links pupils’ attitudes to a “strong Christian ethos”, and it lists the school values as joy, love, hope, honesty, and trust, with staff building these into daily expectations.

Pastoral support is described in practical, child friendly language rather than slogans. The predecessor school’s inspection report refers to a dedicated “thrive room” where pupils can work with an adult to understand and manage feelings, plus a “wellbeing board” that explains emotions in pupils’ own words.

The staff structure on the school website reinforces that safeguarding and inclusion sit at the centre. The headteacher is also named as the Designated Safeguarding Lead, and senior leaders include deputy safeguarding roles and a SENDCo who is also a deputy safeguarding lead.

This school is in the primary phase, but does not include published KS2 performance metrics for the school, and it is not currently ranked in the primary outcomes table. That means parents should treat outcomes as best assessed through school level evidence (curriculum, teaching approach, inspection findings, and transition readiness), rather than league style comparisons in this specific case.

What can be said with confidence is that reading and phonics are treated as a priority area in published inspection evidence for the predecessor school. The report describes a systematic phonics approach, strong use of assessment to identify gaps, and pupils in early years and Key Stage 1 using phonics confidently to tackle unfamiliar words.

For families comparing options locally, FindMySchool’s Local Hub and comparison tools can still be useful, not for this school’s missing metrics, but to benchmark nearby schools that do have complete published primary measures and to sense check patterns across the Morpeth area.

The strongest externally evidenced curricular thread is early reading. The predecessor school inspection report describes leaders adopting a new approach to teaching phonics, teachers following the programme systematically, and staff training supporting consistency.

Beyond reading, the school’s approach also places weight on sequenced learning. The same inspection report describes lessons starting with recap, teachers using assessment information to plan what comes next, and practical resources helping pupils grasp abstract concepts.

For early years, the school provides structured entry points for Nursery. Nursery starts the term after a child’s third birthday, and the school sets out term based eligibility windows for autumn, spring, and summer starts.

As a first school, pupils typically move on at the end of Year 4. A school recruitment pack states that the “vast majority” of pupils transition to Chantry Middle School.

For pupils with SEND, the school’s published SEND information report describes transition as a planned process, including information sharing with the receiving middle school and a meeting in the term before pupils move classes or schools, so the next setting understands needs and strategies.

The school operates in Northumberland’s coordinated admissions system for Reception places, while also publishing clear guidance for in year movement. The school states that the Cheviot Learning Trust is the admissions authority and that it intends to admit up to 45 pupils to Reception each September.

For the September 2027 intake, Northumberland's coordinated admissions scheme sets the main dates. The application period opens 1 November 2026, the on-time deadline for Reception is 15 January 2027, National Offer Day is 16 April 2027, and the acceptance deadline is 1 May 2027.

The figures indicate Reception demand pressure in the most recent provided admissions snapshot, with 80 applications for 34 offers and an oversubscribed status.

A practical note for families moving mid year, the school’s admissions page sets out in year timelines, including that applications can be submitted up to 30 school days before the intended start date, and that from 1 May applications can be made for the new school year, with processing rules changing after 28 June.

Pastoral systems are best evidenced here through safeguarding structures and published inspection detail. The school lists a safeguarding team led by the headteacher as DSL, supported by named deputy safeguarding leads, which is a straightforward, accountable model for a small primary phase setting.

In the most recent published inspection evidence for the predecessor school, pupils are described as safe, and safeguarding practice is described as effective, with staff recording and tracking concerns to spot patterns early and governors checking safeguarding records termly.

The wellbeing support described, including the thrive room and explicit emotional vocabulary, is particularly relevant for this age range, where self regulation and emotional literacy often make the biggest difference to readiness to learn.

This is an area where the school’s website provides specific, named options rather than generic “lots of clubs”.

The published club timetable includes Lynda’s Little Theatre Drama Club, Mr I Willis Karate, Elizabeth Ions Multi Skills and Fitness, CDL Multisports, and an after school football club, plus Rainbows and Brownies listed as an option.

The same timetable also references a School Sports Partnership breakfast club, which can matter for working families where the day needs to start earlier than the formal opening bell.

The school publishes clear timings for the school day. For Reception and older year groups, the school day is 8.45am to 3.15pm (32.5 hours per week), with gates opening at 8.30am and a bell at 8.40am.

Nursery operates separate session times, morning 8.45am to 11.45am and afternoon 12.30pm to 3.30pm.

For wraparound care, the school website points families to Dawn to Dusk, an out of hours childcare provider based in the school bungalow, operating throughout the year.

• Oversubscription pressure. The figures show an oversubscribed picture for the main entry route, and the school states a Reception intake plan of up to 45 pupils per year. If you are relying on a place, treat admissions detail as time sensitive and make early contact with the local authority admissions process.

• Academy inspection nuance. The current academy is a new legal entity and Ofsted notes it may not yet have had a full section 5 or section 8 inspection as the academy. Parents may find they need to read predecessor history alongside the current school’s own published information to build a rounded picture.

• Transition at Year 4. As a first school, pupils move on earlier than in a two tier primary system. If your family expects continuity through Year 6, check whether the three tier system suits your child and your logistics.

• Nursery fee transparency. Nursery entry timings are clear, but fee details for early years are not something families should assume. Check the school’s own nursery information and ask directly about session patterns and any top up arrangements.

Morpeth All Saints is a Church of England first school with nursery, clear routines, and a strong emphasis on early reading, wellbeing, and outdoor learning. It will suit families who want an explicitly Christian ethos, a structured approach to phonics and curriculum sequencing, and practical wraparound options through an on site provider. The limiting factor for many will be securing a place in an oversubscribed local context, so admissions planning should start early.