Norton Primary Academy Review 2026: High-attainment primary with a strong improvement story

Morning drop-off leads into a school that puts clear expectations and positive routines front and centre. Norton Primary Academy serves pupils from age 3 to 11 and is part of Northern Education Trust.

Results are a standout feature. In 2024, 89% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. The higher standard figure is also striking, 28% reached greater depth in reading, writing and maths, compared with an England average of 8%. On FindMySchool’s rankings (based on official data), the school is ranked 2,225th in England and 7th in Stockton-on-Tees for primary outcomes, which places it above England average and comfortably within the top quarter of schools in England.

The most recent inspection activity supports a sense of momentum. The school is currently graded Good, and the January 2025 inspection activity indicates the quality of education may have strengthened further.

There is a strong “values first” thread running through the school’s public-facing communications and official reporting. The values of respect, resilience and kindness are framed as shared language for pupils and adults, and that translates into a calm, purposeful tone.

Leadership is stable and clearly identified. The principal is Michelle Randall-Harris, also listed as headteacher/principal on the national school register. That alignment matters because it reduces confusion for parents trying to navigate policies, contacts, and admissions responsibilities within an academy trust structure.

A distinctive feature is the emphasis on aspiration and pupil voice. Roles such as eco-ambassador and school councillor are used as structured responsibilities rather than token badges, and there is an explicit enrichment strand called iAspire, presented as a set of challenges designed to build confidence and independence (particularly referenced for older pupils).

The physical setting is not heavily described in official documents, so it is best to stick to what is evidenced. One concrete example is the school’s courtyard being used as a creative project space, including a local-artist collaboration tied to the Stockton and Darlington Railway bicentenary year. That gives a useful clue about how the school uses its environment, not as a backdrop, but as a platform for shared projects.

Norton’s 2024 key stage 2 outcomes place it among stronger-performing primaries in England.

Headline attainment (Key Stage 2, 2024)

• 89% met the expected standard in reading, writing and maths combined (England average: 62%).

• 28% achieved the higher standard in reading, writing and maths (England average: 8%).

• Reading scaled score: 109 (England average is typically around 100 in scaled-score terms).

• Maths scaled score: 107.

These numbers indicate a cohort leaving Year 6 with consistently secure basics, and a sizeable proportion working beyond the expected level. The implication for families is practical: pupils who hit the expected standard are likely to transition into Year 7 ready for a mainstream secondary curriculum without needing large-scale catch-up, while the higher standard figure suggests stretch is not reserved for a tiny subset.

FindMySchool rankings (based on official data)

Ranked 2,225th in England and 7th in Stockton-on-Tees for primary outcomes. This positions the school above England average and within the top 25% of schools in England overall.

A useful way to interpret the data is consistency across subjects. Reading, maths, and grammar/punctuation/spelling outcomes are all strong, rather than one area compensating for another. For parents, that usually means fewer “spikes” in experience, pupils who are great at reading but underconfident in maths, or the reverse.

Curriculum design is described in the school’s inspection documentation as carefully sequenced from early years onwards, with subject knowledge grouped into big ideas that run through topics. In practice, that kind of structure tends to show up as lessons that connect back to prior learning and use consistent vocabulary, which helps pupils retain knowledge over time.

Reading is treated as a core driver of access to the wider curriculum. The school’s approach is described as consistent and systematic in the early stages, with books aligned to the sounds pupils have already learned, and daily keep-up sessions where needed. For families, the implication is that early reading difficulty is less likely to become a long-term barrier because it is identified quickly and handled through routine support, not sporadic intervention.

For older pupils, enrichment is framed as an extension of curriculum intent rather than a separate “treat”. The iAspire challenges are positioned as confidence-building, and the examples of leadership roles give pupils a structured way to practise responsibility and collaboration.

A practical detail that can matter to parents is language preparation for secondary school. The school states that it delivers Spanish at key stage 2 after discussion with local secondary schools, on the basis that Spanish is a common key stage 3 language locally. That does not guarantee continuity at every destination, but it does suggest transition planning is taken seriously.

For a primary school, “destinations” are usually about readiness and transition rather than published lists of secondary schools. Norton does not publish a named, numeric breakdown of which secondaries pupils move on to, so it is better to focus on what is known and what parents can verify.

The most useful official lens here is Stockton-on-Tees’ coordinated admissions process for secondary transfer, and the fact that the council publishes timetables and guidance for key dates and procedures. Families considering the school should expect the usual local pattern: applications for Year 7 are handled through the local authority’s admissions portal, with a standard timetable and appeal window.

In school terms, the January 2025 inspection activity describes pupils as exceptionally well prepared for their next stages. Combine that with the attainment profile and you get a clear implication: pupils leaving Norton are typically progressing with strong fundamentals and good learning habits, which can make the transition to a larger secondary setting smoother.

Parents who want a more precise picture should ask the school directly how it supports transition, for example liaison with receiving schools, information evenings, and any targeted support for pupils with additional needs.

Norton Primary Academy is an academy, and it follows the Stockton-on-Tees admissions framework for the main coordinated round. The school’s own admissions page signposts parents to the council’s prospectus and confirms that Reception intake is tied to children becoming five during that academic year.

Demand and competitiveness

For the Reception entry route the school is marked oversubscribed. There were 46 applications and 32 offers, which is about 1.44 applications per place. That is competitive, but it is not in the “impossible without living next door” category that some urban primaries face. It does, however, mean families should treat the process seriously, use realistic preferences, and understand how criteria are applied.

Key dates for 2026 entry

Stockton-on-Tees’ published coordinated admissions timetable sets out the primary admissions rhythm clearly:

• Online applications live from week commencing 10 November 2025

• Closing date 15 January 2026

• Offers released 16 April 2026 (or the next working day)

• Appeals typically heard in June and July 2026

Because those dates are fixed borough-wide, they are the most reliable planning anchor for parents looking at Reception entry.

A practical tip: families comparing multiple local schools can use FindMySchool’s Map Search to check distances and travel practicality from their exact address, then shortlist using Saved Schools so deadlines do not creep up unexpectedly.

The evidence points to a school that tries to balance high expectations with supportive relationships. The January 2025 inspection activity describes strong adult-pupil relationships and behaviour that is polite and considerate, with unkind behaviour described as rare and addressed quickly.

Special educational needs and disabilities support is described as early identification, with adaptations and resources used to keep pupils learning alongside peers. For parents, the key implication is that inclusion is framed as “access to the same curriculum with the right scaffolding” rather than routine separation.

Attendance is flagged as the main ongoing pressure point, with a small minority not attending regularly enough. That is worth noting because it is one of the few areas where the documentation signals a clear improvement focus rather than a settled strength.

Extracurricular detail is sometimes vague on school websites, but Norton provides a few specific clues that help parents understand the shape of enrichment.

One strand is arts and performance. The school positions music and the arts as integral to a broad curriculum, and states that by the time pupils leave, all children will have had the opportunity to learn at least one instrument. The school also references opportunities to work with Tees Valley Music Service, including workshops and tuition options. The implication is that music is not reserved for a small group, it is treated as part of the shared experience.

There is also evidence of project-based enrichment tied to citizenship and community themes. The Bright Minds, Big Futures after-school club involved Year 5 and Year 6 pupils working on food waste and food insecurity themes, including engaging with local organisations and running a Pop Up Pantry fundraising effort. This suggests enrichment can move beyond “clubs for fun” into “clubs that teach agency”, which suits pupils who like real-world projects.

Finally, there are references to subject-linked clubs. Computing is described as reinforced through clubs and additional enrichment activities, and mathematics mentions maths-related clubs running across the year. Specific club names are not consistently listed, so parents who care about a particular area (coding, sport, choir, art) should ask for the current term’s timetable.

The school day structure is clearly published. For Reception to Year 6, doors open at 08:40, doors close at 08:55, and home time is 15:05. Nursery sessions are also listed with separate morning and afternoon times.

Wraparound care information is partially published. Breakfast club runs from 08:00 for Reception to Year 6 and must be booked in advance, with a charge of £2 per session. After-school childcare is not described in the same level of detail on the school day page, so families who need provision beyond 15:05 should check directly with the school for the current offer and availability.

As a state school, there are no tuition fees. Families should still plan for the usual associated costs such as uniform, trips, and optional clubs or tuition.

• Competition for places. The school is oversubscribed on the Reception entry route, with 46 applications for 32 offers year. That level of demand is manageable for many families, but it does mean criteria matter and late planning can be costly.

• Attendance focus. Official reporting flags that a small minority of pupils still do not attend regularly enough. For families dealing with medical or anxiety-related absence, it is worth discussing support expectations early.

• Wraparound care detail is incomplete online. Breakfast club is clearly set out, but after-school childcare is not equally explicit on the main published school day page. If wraparound is essential for your family, verify the current arrangements before committing.

• Academy trust context. Being part of a trust can bring shared training and curriculum support, and it can also mean policies and leadership structures sit across multiple schools. If you prefer a purely local authority maintained structure, that difference is worth weighing.

Norton Primary Academy combines strong academic outcomes with a clearly structured culture of expectations, leadership roles, and curriculum-led enrichment. The data points to pupils leaving Year 6 with high attainment compared with England averages, and the recent inspection activity supports a sense of continued improvement.

Best suited to families who want a high-performing state primary with a clearly articulated curriculum structure and opportunities for pupils to take on responsibility as they grow. The main hurdle is admission planning rather than the day-to-day educational offer.