Easington Colliery Primary School Review 2026: A high-attainment primary with strong early reading and wraparound care

There is a clear sense of welcome here, backed up by strong academic outcomes and a practical, family-friendly set-up. The school operates at large-primary scale, with nursery provision from age 3 and a full Reception to Year 6 pipeline, which helps many families keep routines stable year to year.

The latest Ofsted inspection (19 to 20 September 2023) judged the school Good across all areas, and confirmed safeguarding is effective.

Results data shows a school performing above the England picture at Key Stage 2, with a notably high proportion reaching the higher standard. Admissions demand is real, with more applicants than places in the latest published cycle.

The school’s tone is inclusive and relationship-led, with pupils encouraged to feel known as individuals. External evidence also points to pupils feeling safe, settled, and supported, with kindness and consideration treated as expectations rather than slogans.

Pastoral support is not left to chance. A notable feature is the school’s Place2Be offer: one-to-one counselling for pupils, a lunchtime drop-in (Place2Talk), and a dedicated parent counsellor available weekly. That structure matters for families who want early help for worries that can otherwise spill into attendance, friendships, and learning.

Nursery feels properly integrated into the wider school rather than bolted on. The school publishes regular nursery updates that show a strong emphasis on outdoor learning and routine building, including weekly forest school sessions and carefully managed risk-taking in age-appropriate ways.

Key Stage 2 outcomes are a strength. In 2024, 78% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 30.33% reached the higher standard in reading, writing and mathematics, compared with an England average of 8%. Reading and maths scaled scores were also strong (106 for reading and 108 for maths), with grammar, punctuation and spelling at 108.

In England performance terms, the school sits above the England average, placing it comfortably within the top 25% of schools in England (top quartile). It is ranked 2,965th in England and 1st locally within Peterlee for primary outcomes (FindMySchool ranking based on official data).

For parents comparing options nearby, the FindMySchool local hub pages and Comparison Tool can help you sanity-check what “strong results” looks like across a shortlist, especially when cohort sizes and context differ year to year.

Early reading is treated as a core priority. The published inspection evidence describes effective phonics teaching, timely checks for gaps, and reading books matched to the sounds pupils know, which is exactly the kind of operational detail that tends to separate “we value reading” from a system that reliably gets pupils fluent.

The curriculum is reviewed regularly and shaped around pupils’ needs, including those with special educational needs and/or disabilities. That matters in a larger school, where consistency between classes is the difference between a smooth experience and a variable one. In practical terms, you should expect structured learning sequences in many subjects, and a continued focus on the building blocks that underpin KS2 results: reading fluency, vocabulary, and well-established routines.

Languages teaching is also approached with transition in mind. The school notes it aligns its French curriculum with its main feeder secondary provision so pupils arrive better prepared for Key Stage 3 language learning.

As a state primary in County Durham, most pupils move on to local secondaries. The school’s own communications show active links with Easington Academy, including a Year 5 taster day featuring science-lab activities and practical workshops designed to make secondary feel familiar.

For pupils who need additional support with transition, the school describes enhanced arrangements with feeder secondary schools, including extra visits, small-group work with secondary staff, mentoring, and tools such as pupil passports. This is often most valuable for pupils with SEND or anxiety, or those who benefit from repeated rehearsal of new routines.

Admissions for Reception are local authority coordinated. The school’s own admissions page makes clear that applications and decisions are made through County Hall rather than directly by the school.

For September 2026 entry, Durham’s published coordinated admissions scheme sets out the key dates. Applications were due by 15 January 2026, with offer notifications issued on 16 April 2026.

Demand exceeds supply. In the latest published cycle for primary entry, there were 82 applications and 58 offers, indicating oversubscription. With no published “last distance offered” figure available here, it is especially important to focus on the local authority’s oversubscription criteria and be realistic about how competitive your preferred schools are. Parents should use the FindMySchool Map Search to check practical proximity against any published admissions guidance, and to compare alternative schools within a workable daily commute.

Pastoral support is visible in both systems and staffing. Place2Be provides individual counselling for pupils, lunchtime drop-in support, and an identified weekly support route for parents and carers of children using the service. Alongside this, the school highlights practical parent-facing support such as workshops and coffee mornings, and makes clear that leadership is accessible for families who need to raise concerns early.

Attendance is treated as a priority, with a strong emphasis on routines and punctuality. For families, the implication is a school that expects consistent habits but also puts support in place where barriers exist.

Clubs are used to broaden pupils’ interests rather than as a token add-on. External reporting points to enrichment through clubs and visits, with examples including cookery, board games and crochet. Those details suggest a mix of practical life skills, social play, and creativity, not just sport.

The school also publishes a broader after-school menu that can include Forest School Club, gardening, dance, choir, ICT club, and art club. For pupils, the payoff is twofold: structured opportunities to build confidence outside core lessons, and a wider peer mix across year groups.

Nursery provision adds its own distinctive flavour. Regular nursery updates show weekly forest school sessions and a strong emphasis on vocabulary development through hands-on experiences and stories. For parents who want early years education that is active and language-rich, that combination is a strong practical signal.

Start and finish times are clearly set out. Nursery sessions begin at 8.30am (morning) and 12.15pm (afternoon), with Nursery finishing at 11.30am (morning session) and 3.15pm (afternoon session). Reception to Year 6 start at 8.45am, with finish at 3.05pm for Reception and 3.15pm for Years 1 to 6.

Wraparound care is a real strength operationally. The school runs an Early Breakfast Club (7.45am to 8.00am), a free Breakfast Club (8.00am to 8.45am), and a Fun Club after school until 6.00pm. Published pricing for after-school childcare is £7.00 to 4.30pm and £8.00 to 6.00pm, with lower-cost options when combined with after-school activities.

School meals are priced at £2.15 per day, with Universal Infant Free School Meals in place for Reception to Year 2.

• Oversubscription is not theoretical. With 82 applications for 58 offers in the latest published primary entry cycle, competition for places is meaningful. If you are set on this option, have at least one realistic alternative on your application.

• Curriculum consistency is still being refined in places. Published inspection evidence highlights that, in some areas, curriculum content is not always broken down into sufficiently small steps, which can create variation between classes. Ask how this is being addressed, particularly in science and foundation subjects.

• Wraparound care is strong, but it can add up. The structure is excellent for working families, but paid sessions such as after-school childcare and early childcare have published costs. Budget realistically if you will use it most days.

• Pastoral support is substantial, but it is still a large school. The Place2Be offer is a significant advantage, yet some children prefer smaller settings. Consider whether your child is likely to thrive in a bigger year group with more moving parts.

This is a strong-performing state primary with a clear emphasis on early reading, well-established routines, and a practical wraparound offer that genuinely supports working families. Pastoral support is unusually structured for a mainstream primary, with Place2Be adding depth for pupils who need help managing worries early.

Who it suits: families seeking above-England-average KS2 outcomes, strong reading foundations, and reliable wraparound care, especially where pastoral support and inclusive practice are high priorities.