Preston Grange Primary School, North Shields Review 2026: Inclusive values with standout KS2 outcomes

At drop-off, the tone is calm and purposeful, with clear expectations and an emphasis on belonging. This is a mixed, state primary for ages 3 to 11, with nursery places alongside Reception to Year 6.

The latest Ofsted inspection (27 and 28 June 2024) confirmed the school continues to be Good, with safeguarding effective.

Academically, the headline is Key Stage 2 performance. In 2024, 90% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 30% reached greater depth, compared to the England average of 8%. These are the kinds of figures that move a school from “nice local option” to “serious contender”, especially in an area where places can be tight. (Parents comparing nearby primaries can use the FindMySchool Local Hub comparison tools to view outcomes side by side.)

Warmth and clarity sit together here. The school’s own values list is unusually explicit and extensive, including Equality, Respect, Acceptance, Aspiration, Resilience, Independence, Kindness, Honesty and Thoughtfulness. That matters because it gives staff and pupils shared language for everyday behaviour and relationships, not just a poster in the hall.

External evidence aligns with that picture. The most recent inspection describes a kind, caring culture; pupils know the behaviour expectations and rare incidents are dealt with quickly. The same report also notes that pupils’ contributions are valued, including pupil-led requests for clubs and leadership roles such as school council, reading ambassadors and sports leaders.

Inclusion is not treated as a niche initiative. The school uses a rainbow motif in its logo to signal inclusivity, and makes a point of teaching pupils that everyone is equal. That is backed up by a broader approach to personal development and emotional regulation, with a deliberate focus on understanding emotions through lessons and assemblies.

The physical environment is shaped by accessibility and practicality. A school policy document states the building opened in 1968, and that it is a single-storey site, with electric gates managed during the day and a fenced playground. The practical implication is straightforward, supervision and access needs are easier to manage than in a multi-storey site, and movement around school is simpler for pupils and visitors with mobility needs.

The key performance story is Key Stage 2 attainment in 2024.

• Reading, writing and mathematics (combined): 90% reached the expected standard, compared with an England average of 62%.

• Higher standard (greater depth) in reading, writing and mathematics: 30%, compared with an England average of 8%.

These figures point to both strong baseline achievement and a meaningful proportion of pupils stretching beyond the expected threshold. For parents, that usually translates to a curriculum that moves at pace, and classrooms where “secure” understanding is expected, not just quick coverage. (If your child thrives on challenge, it is a positive; if they need more time to consolidate, it is worth exploring how support and scaffolding are handled in practice.)

Subject detail reinforces that headline:

• Reading expected standard: 100%.

• Mathematics expected standard: 87%.

• Grammar, punctuation and spelling expected standard: 90%.

• Science expected standard: 90%.

Scaled scores also sit at a high level, with 108 in reading, 107 in maths, and 108 in grammar, punctuation and spelling.

Rankings provide another lens. Ranked 2,220th in England and 4th in North Shields for primary outcomes (FindMySchool ranking based on official data). With an England percentile around the mid-teens, that equates to performance comfortably within the top 25% of primary schools in England.

Curriculum intent is clearly structured. The latest inspection report notes that what pupils learn, and when, has been coherently sequenced, and that subject curriculums have been developed recently with an ambition that goes beyond the basics. History is cited as an example, where pupils build understanding of concepts such as monarchy and empire across different periods, with deliberate opportunities to revisit prior learning.

Reading is treated as a priority, not an add-on. Phonics begins as soon as children start in early years, and books are matched carefully to the sounds being taught. The same report highlights accurate assessment to spot gaps, targeted support to address them, and strong use of both the school library and classroom libraries. The implication for families is reassuring: early reading is systematic, and the school appears to intervene quickly when pupils fall behind.

There is also evidence of consistent classroom routines that help pupils understand what “good learning” looks like. A previous short inspection letter describes a shared framework for challenge and feedback, including “SHINE” steps (share, hone, improve and edit, focus on next steps, extend learning) and language such as “green for good” and “blue for brilliant”. Even allowing for the age of that letter, these kinds of routines often persist because they become part of whole-school habits.

One area to watch is consistency outside English and maths. The latest inspection identifies recall and retrieval practice as more embedded in English and maths than across the wider foundation curriculum, and sets a clear improvement priority around checking and strengthening longer-term retention in those subjects. The practical implication is that some subjects may feel more maturely resourced and assessed than others while this work beds in.

As a state primary, the core transition point is Year 6 to Year 7. The school highlights a close relationship with John Spence Community High School, describing it as the local high school, with staff visiting to provide specialist teaching (including PE) and to run themed days, sporting competitions, and structured transition opportunities for Year 6.

For parents, that matters because transition is rarely just an administrative process. When secondary staff already know the primary context, and pupils have had repeated contact through events and enrichment, Year 7 typically starts with less anxiety and fewer “first term wobble” issues.

The best practical step for families is to look at the likely secondary routes for your address, then ask how the school prepares pupils academically for that move, particularly around independent organisation, reading stamina, and mathematical fluency. (If you are shortlisting multiple primaries, FindMySchool’s Saved Schools tool can help keep notes on transition links and local secondary pathways.)

Reception entry (state school route)

Reception applications are coordinated through North Tyneside Council. For September 2026 entry, the council timetable states:

• Applications opened 8 September 2025

• Closing date was 12 January 2026, later extended to 9am on 26 January 2026

• National Offer Day for Reception is 16 April 2026

• Last date to accept or refuse the offer is 1 May 2026, with the same date also listed for requesting waiting list placement in writing

Demand indicators show this is not a “walk-in” option for most families. Recent figures show 38 applications for 22 offers, which is about 1.73 applications per place, and the school is classed as oversubscribed.

Nursery admissions (school-managed)

Nursery entry is managed directly by the school. Children can attend from age 3, in the term after their third birthday, with September and January intakes. Places are allocated using published criteria, and the school states it allocates places in early February for the following September and January intakes, with no advance offers at other times of year.

That timing is important. If you are aiming for a nursery place that then feeds into Reception, you need to plan around the February allocation cycle, not assume a rolling admissions model.

Staff knowing pupils well comes through strongly in official sources, alongside high expectations and a culture where pupils report feeling safe and happy.

Beyond general pastoral structures, there are two concrete mechanisms worth noting:

• Mental health support: the school signposts the Connect Mental Health Support Team model, describing low and moderate intensity interventions for pupils experiencing low mood, anxiety and poor self-esteem, and support for a whole-school approach to emotional wellbeing.

• Operation Encompass: the school explains this safeguarding partnership approach for children affected by domestic abuse incidents, naming the school’s nominated key adults.

The implication for parents is that wellbeing is handled through systems, not just goodwill, and that the school expects to work with external partners when that is in pupils’ best interests.

The extracurricular offer is more distinctive than the usual “football and choir” list, with a mix of practical, creative and outdoor activities.

From the school’s published clubs information, examples include Archery Club, Forest School Club, Judo Club, Cookery Club, iPad Club, Board Games Club, Art Club and Table Tennis Club, alongside past offerings such as drumming, coding, iPad Band, fencing, basketball and chess. The implication is breadth, but also variety in type: physical skills, creative making, and structured play-based clubs for pupils who are not sport-focused.

The latest inspection adds colour, noting sports clubs, a creative writing club and choir as part of personal development.

Parent community involvement also seems tangible. The school’s “Friends of Preston Grange” group describes fundraising that has supported items such as a school tipi, as well as a pantomime trip and leavers’ gifts. That kind of volunteer structure matters because it often funds the “extras” that make primary school memorable, and it can also be a low-pressure route for new families to get to know other parents.

The school publishes clear timings:

• Nursery universal 15-hour provision: 8.45am to 11.45am, with an additional 15 hours for eligible children 12.25pm to 3.25pm

• Reception and Key Stages 1 and 2: 8.55am to 3.25pm, with staggered lunch timings by year group

Wraparound care is partially covered. Breakfast club is published as 7.45am to 9.00am, with the school currently listing £3 per session and online booking.

After-school care is the area families should check most carefully. The school states its Out of School Club closed at the end of summer term 2024 due to low numbers, and that it was exploring alternatives such as expanding after-school clubs or using an external company.

For travel and drop-off, a school accessibility document states electric gates are used during the day to control vehicles entering the site. Families who drive should expect a controlled entry arrangement rather than free-flow parking.

• Competition for places. Local admissions data indicates the school is oversubscribed, and the local authority deadlines for Reception applications are strict. Treat this as a school where timing and paperwork discipline matter, not one where you can “see how it goes”.

• After-school childcare needs careful planning. With the Out of School Club closed since summer term 2024, wraparound may rely more heavily on breakfast club and after-school clubs, or on external childcare arrangements.

• Foundation subject consistency is still developing. The most recent inspection highlights that recall and retrieval checks are less consistently applied across the wider curriculum than in English and maths. Ask what this looks like now in subjects like history, geography and science.

• Nursery allocation is not rolling. Nursery places are allocated in early February for September and January intakes, with no offers in advance at other times. Families hoping for a particular start date should plan around that cycle.

This is a values-driven primary with academic outcomes that stand out, particularly at Key Stage 2, and with a strong emphasis on early reading. It will suit families who want clear behaviour expectations, a broad enrichment menu (from Forest School to archery), and a school that talks openly about inclusion and emotional wellbeing.

The main constraint is logistics, not quality: securing a place and arranging wraparound care, given changes to after-school provision, are the practical hurdles to solve.