New Hartley First School Review 2026: A small first school with clear routines, strong early years, and a practical focus on character

For this school, the most reliable public benchmark is the inspection picture rather than published outcome metrics. The May 2025 Ofsted inspection judged each key area as Good, including early years provision.

What that tends to mean day to day is a school that has its basics in place. Teaching follows clear sequences, behaviour expectations are consistent, and leadership has a realistic view of what is working and what needs refinement. The Ofsted report also highlights enrichment through clubs and roles for pupils, which suggests the timetable is not narrowly focused only on literacy and numeracy drills.

In early years specifically, the school describes daily phonics through Read Write Inc and a daily maths focus as part of the Reception morning routine. For parents, the key implication is that children who respond well to repetition and clearly taught building blocks are likely to find the early years structure reassuring and cumulative.

Curriculum intent is expressed through three stated values, aspirations, sustainability, and equality, and the school frames learning as broad and balanced. Parents will see a full set of subject pages across English, maths, science, computing, art and design, design technology, geography, history, music, PSHE, religious education, and French, which is a useful signal that children are expected to experience the full primary curriculum rather than a narrow core.

In English, the school sets out a systematic approach to phonics using Read Write Inc, describing it as more than decoding, with integration into writing and comprehension as children progress. The practical advantage for families is clarity. You can usually tell what your child is meant to know next, because the scheme is structured in stages and built around regular practice.

Early years uses a mix of adult-led activities and play-based learning, with statutory framework alignment stated on the site. Nursery planning documents point to themed learning and routines that develop communication, early literacy, and personal and social development. The implication is that children who are still learning how to manage separation, share resources, and speak in groups are supported through repeated daily routines rather than occasional “circle time” only.

SEND support is described through a graduated approach, starting with high quality teaching, then structured interventions, then SEN Support Plans with external agency involvement if needed. A separate SEND information report sets out transition planning and additional visits for pupils who may need more preparation for the move to middle school. For many families, the most useful part is this emphasis on step-by-step escalation rather than jumping immediately to labels.

Because this is a first school, the main destination story is Year 5 transfer rather than GCSE pathways. The school states that most pupils move on to Seaton Sluice Middle School, with some moving to Whytrig Middle School in Seaton Delaval. Transition days in Year 4 are part of the process, intended to help children become familiar with routines and the new setting.

For parents, the key point is that the transfer is not an edge case, it is the standard model. That suits children who benefit from a fresh start at 9, and it also suits families who want a smaller setting in the early years. It may be less appealing for families who prefer a single primary school experience through Year 6.

If you are shortlisting across several local first and primary options, the FindMySchool comparison tools can be useful for checking how different schools handle admissions demand, wraparound, and phase structure, side by side, before you commit to a particular model.

Admissions work differently by age.

Nursery places are handled directly by the school. The published admission number is 26, children can start the term after they are 3, and if Nursery is full, children may need to wait until the September after their third birthday. The school links this process to its Nursery admissions policy.

Reception entry is coordinated by the local authority, with the school directing parents to apply via the Northumberland system. The school’s own admissions page for Reception and Years 1 to 4 sets out the eligibility point around being four by 31 August for September entry, and it confirms that Reception applications are handled by the local authority rather than the school.

Demand data indicates Reception is competitive. For the most recent data there were 52 applications for 30 offers, with the route described as oversubscribed. For parents, the implication is straightforward, you should plan early, list realistic preferences, and avoid assuming that proximity alone will be enough without checking the local authority rules each year.

For families who want a clearer sense of competitiveness over time, the FindMySchoolMap Search can help you sanity-check how a shortlist behaves in practice, especially if you are comparing several nearby schools with different entry pressures.

The safeguarding structure is clearly stated, with named staff roles and linked documents for child protection and safeguarding. For parents, the practical value is transparency. You can see who holds responsibility and how concerns are meant to be handled.

In early years, the school’s communication approach includes Makaton alongside spoken language, positioned as supportive practice for all children. That can help children who need visual cues, children still developing speech, and children who benefit from consistent routines and predictable language around the day.

The school also signals an organised approach to inclusion through its graduated SEND framework and its emphasis on transition planning for pupils who may find change harder. For many families, that is the difference between a child simply coping with Year 4 to Year 5 transfer and a child feeling prepared for it.

Extracurricular life here is presented as a mix of enrichment clubs and responsibility roles. The 2025 Ofsted report describes clubs including sports, drawing and book clubs, and it notes pupils’ pride in roles such as sports and play leaders. The important implication is that personal development is not treated as an occasional theme week, it is built into weekly structures and opportunities for pupils to contribute.

Sport is especially well-documented through the PE and Sport Premium reporting. Across the year, the school describes after-school and lunchtime clubs such as rugby, athletics, cricket, multi-skills, gymnastics, and Commando Joe’s club, with delivery involving external coaches in some cases. For younger pupils, that variety matters because sport at this age is often about confidence and coordination, not selection.

The house structure also functions as a participation engine. With weekly points and celebration assembly, children have multiple ways to be noticed, not only through academic work. The named houses and regular reporting are small details, but they often make a difference to motivation for pupils who respond well to visible progress markers.

The published school day runs from 8.50am to 3.20pm, and Nursery follows the same start and finish times, with part-time patterns described across the week.

Wraparound care is run by the school and staffed by adults who also work in school during the day. Before-school provision runs from 7.50am, and after-school options run until 5.00pm or 6.00pm, with published session prices. Breakfast is included in the morning session and a snack is included after school.

Meals are also clearly priced for those who pay, with the school stating a daily cost of £2.60 and confirming that Reception, Year 1 and Year 2 pupils are eligible for universal free school meals.

• First school model. Children transfer to middle school after Year 4, rather than staying through Year 6. That suits many pupils, but families who want one setting for the whole of primary may prefer a different structure.

• Competition for Reception places. Recent demand data indicates more applications than offers. Families should plan for a realistic set of preferences rather than assuming a place will be available.

• Wraparound capacity. Sessions must be booked in advance, and the school notes it cannot guarantee space for same-day bookings. If you rely on childcare, it is sensible to secure a routine early.

• Nursery places are limited. Nursery has a published admission number and children may need to wait for a later start if the provision is full. That can affect childcare planning around a child’s third birthday.

New Hartley First School offers a clear, well-organised early years and first school experience, with Good judgements across all inspection areas and practical strengths in routines, communication support, and structured personal development. It suits families who want Nursery through Year 4 in a smaller setting, who value predictable routines, and who are comfortable with a planned move to middle school at the end of Year 4. The main decision is not academic intensity, it is whether the first school pathway and the logistics of wraparound and transition fit your family.