Durham Gilesgate Primary School

LA MaintainedPrimaryNursery

Durham Gilesgate Primary School

Ages2 – 11

147 pupils

Good· Jun 2023

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Details

Type

Community School

Local Authority

County Durham

Head Teacher

Mr Mark Turner

Gender

Mixed

Admissions

Non-selective

Religious Character

Does not apply

Website

www.durhamgilesgate-pri.itss-durham.org.uk

Reference Number

114211

Additional Provisions

Nursery Provision

Special Educational Needs Support

Hearing Impairment

About This Data

•School information is sourced from Get Information About Schools (GIAS), the official UK government register maintained by the Department for Education.

View this school on gov.uk

Admissions

How many families applied and received places

Reception entry for 2025/26

On Time Applications

	Count
Total applications	29
As 1st preference	17
As 2nd preference	3
As 3rd preference	9
From another local authority	1

Offers on National Offer Day

	Count
Total offers	17
To 1st preference	17
To 2nd preference	0
To 3rd preference	0
To any preference	17
To another local authority	0

About This Data

•Data sourced from the DfE "Primary and secondary school applications and offers" statistics.
•Total applications includes all preferences (1st through 6th), not just those shown in the breakdown above.
•Applications and offers from/to another local authority may also appear in preference rows (e.g., a 1st preference from another local authority counts in both rows).
•"Oversubscribed" means the school received more 1st preference applications than places offered.
•This school is a community school, admissions are controlled by the local authority, we advise you contact the local authority or check their website for further information. This school's local authority is County Durham.

Search for this school's admissions policy

Pupils

Summary

Total Pupils147 (70% of capacity)

Age Range2 – 11

GenderMixed

Boys / Girls51% / 49%

Free School Meals63.3%

English as Additional Language33.3%

SEN Support24.5%

SEN with EHCP7.5%

Overall Attendance92.9%

Persistent Absence22.6%

Class Sizes

Overall Average24.5

Key Stage 118.7

Key Stage 230.3

Total Pupils

The number of pupils shown in this chart has come from the National School Census; these numbers may not match exactly other pupil data shown on this site, because different sources of data are updated at different times within the academic year.

Cohort Sizes

Reception24

Year 113

Year 219

Year 320

Year 420

Year 525

Year 626

Pupil Ethnicities

White British58.5%

Asian Other21.8%

Other6.8%

White Other4.8%

White & Black Caribbean2.0%

Mixed Other1.4%

Pakistani1.4%

Irish0.7%

Gypsy/Roma0.7%

White & Black African0.7%

Indian0.7%

Caribbean0.7%

About This Data

•Data sourced from the National School Census for 2024/25, collected each January.
•This is not live data. For current availability of places, contact the school or local authority directly.
•Capacity refers to the maximum number of pupils a school can accommodate. Schools may operate above or below capacity, and spare places may only be available in certain year groups.
•Persistent absence means a pupil missed 10% or more of their possible sessions during the academic year. Absence rates during 2020–2022 were significantly higher due to the Covid-19 pandemic.

Inspections

Ofsted Inspections

10 inspections on record

Current Rating

Good· Jun 2023

2023
School Inspection
29 June 2023
View report
Good
Category Judgements
Category Judgement
Quality of education Good
Behaviour and attitudes Good
Personal development Good
Leadership and management Good
Early years provision Good
AI-Generated Insights
SEND
2
Pupils with SEND are well supported with specialist teaching.
Barriers for pupils with SEND are identified and addressed.
Curriculum
11
Leaders have developed an ambitious curriculum for all pupils.
Key stage two curriculum is complex and risks missing learning.
Leadership
11
Leaders are committed to improving the curriculum.
Mixed-age classes have not been evaluated for curriculum consistency.
Safeguarding
2
Safeguarding arrangements are effective and staff are trained.
Concerns are acted on promptly with detailed records.
Pupil Progress
11
Reading is a priority with effective early reading programmes.
Assessment is not consistently used to check pupil progress.
Teaching Quality
11
Early reading is taught with a range of effective strategies.
In some subjects, teachers are less clear about pupil progress.
Personal Development
2
Pupils learn about well-being and mental health.
Pupils develop strong friendships and understand how to be a good friend.
Behaviour & Attendance
11
Pupils respond well to high expectations and behave maturely.
Some pupils have poor attendance affecting their learning.
Insights are generated by AI from the inspection report and may not be fully accurate.
2021
Monitoring Visit
17 June 2021
View report
Monitoring Visit
19 April 2021
View report
2019
Full Inspection
26 June 2019
View report
Requires Improvement
2017
Full Inspection
25 May 2017
View report
Requires Improvement
2013
Full Inspection
20 March 2013
View report
Good
2011
Monitoring Visit
6 December 2011
View report
2010
Full Inspection
23 July 2010
View report
2006
Full Inspection
3 November 2006
View report
2002
Full Inspection
18 July 2002
View report

Category	Judgement
Quality of education	Good
Behaviour and attitudes	Good
Personal development	Good
Leadership and management	Good
Early years provision	Good

About This Data

•Inspection data is sourced from Ofsted, the official schools inspectorate for England.
•Ratings may have changed since the last inspection. Always check the latest report for current information.
•Some inspections (monitoring visits, academy conversions) do not result in a graded judgement.

View all Ofsted reports

Primary Results

Performance measures for pupils at the end of Year 6 (Key Stage 2)

Reading, writing and maths

	School	LA	England
Pupils meeting the expected standard	60.0%	60.9%	61.0%
Pupils achieving at a higher standard	10.0%	8.4%	8.0%

Average scaled score

	School	LA	England
Reading	102	105.2	105
Maths	102	103.9	104

Progress scores

Reading

+1Above average

95% confidence interval: -1.9 to 3.9

Progress in reading from KS1 to KS2

Writing

+2.6Above average

95% confidence interval: -0.2 to 5.4

Progress in writing from KS1 to KS2

Maths

+1.7Above average

95% confidence interval: -1.1 to 4.4

Progress in maths from KS1 to KS2

Grammar, punctuation and spelling

	School	LA	England
Pupils meeting the expected standard	70.0%	71.3%	72.0%
Pupils achieving at a higher standard	50.0%	29.9%	32.0%

About This Data

•School rankings are calculated by sorting schools first by the percentage of pupils meeting the expected standard, then by the percentage achieving a higher standard. Rankings help compare schools within England but do not account for school context or pupil intake.
•Progress scores measure how much pupils improved from KS1 (Year 2) to KS2 (Year 6), compared to pupils nationally with similar starting points. A score of 0 means average progress; a positive score means above-average progress. Progress scores show the value a school adds, while exam results show final attainment. Some children start higher than others due to factors like natural ability or home circumstances.
•Data sourced from the Department for Education Key Stage 2 performance tables for 2023/24. LA and England averages provide national and local context.

View full results on gov.uk

Workforce

Staff numbers and pupil-to-teacher ratios

Pupils per Teacher or Teaching Assistant

Shows how many children each teacher looks after on average. The lower line includes teaching assistants, giving you a better picture of the adult support available in classrooms.

Total Pupils

The number of children enrolled at this school over time. These figures come from financial records and may differ slightly from other pupil numbers on this site due to when data was collected.

Total Number of Teachers

The total teaching capacity at this school, including classroom teachers and senior staff who also teach. Part-time teachers are counted based on their working hours.

Teaching Assistants

Support staff who work directly with children in classrooms. This includes regular TAs, higher-level TAs with more responsibilities, and specialist support for children with additional needs.

Teachers with Qualified Teacher Status (%)

The percentage of teachers who have completed official teacher training in England. A higher percentage typically indicates a more experienced and formally trained teaching team.

Senior Leadership

The school's leadership team, including the headteacher, deputy heads and assistant heads. These staff manage the school and often still spend time in classrooms.

Non-classroom Support Staff and Auxiliary Staff

Office and admin staff who keep the school running smoothly, plus auxiliary staff like catering teams and site maintenance who look after the building and meals.

Total Headcount and Workforce

Two ways of counting staff: headcount shows total people employed (including part-timers), while workforce counts the equivalent number of full-time positions.

About This Data

•Data sourced from the DfE School Workforce Census. Numbers may not match exactly other data shown on this site due to different collection timings within the academic year.
•FTE = Full-time equivalent, representing the total working hours divided by standard full-time hours. Headcount = total number of individuals employed.
•Senior leadership includes headteachers, deputy headteachers and assistant headteachers.
•Teachers with Qualified Teacher Status (QTS) have completed accredited initial teacher training in England.

View all workforce information on gov.uk

Finances

2024/25

Income per Pupil (£)

In 2024/25 the revenue reserve was £248,738 or £1,692 p/pupil. Schools maintain reserves for unexpected costs, but these funds are ultimately meant to benefit pupils.

Expenditure per Pupil (£)

In 2024/25 the in-year balance was £51,424 or £350 p/pupil. A positive balance means the school had money left over, which goes into reserves for future use.

About This Data

•Financial data comes from the DfE School Financial Benchmarking service. Schools report their income and spending each year.
•Revenue reserve is the money a school has saved up over time. Schools keep reserves to cover unexpected costs, though funds are meant to benefit current pupils.
•In-year balance shows whether a school spent more or less than it received in a single year. A positive balance means the school had money left over; a negative balance means it dipped into savings.

View all financial information on gov.uk

Contact Information

Address

Kepier Crescent
Gilesgate
Durham
DH1 1PH

Phone

01913847284

Website

durhamgilesgate-pri.itss-durham.org.uk

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