|Ofsted Inspection Rating||Good|
|Inspection Date||24 October 2012|
|Address||Field Terrace, Jarrow, Tyne and Wear, NE32 5PR|
|Number of Pupils||773 (52% boys 48% girls)|
|Number of Pupils per Teacher||14.9|
|Local Authority||South Tyneside|
|Percentage Free School Meals||26.1%|
|Percentage English is Not First Language||1.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Jarrow School is smaller than most secondary schools. The proportion of students known to be eligible for the pupil premium is greater than that seen nationally. Almost all students are of White British heritage and very few speak English as an additional language. The proportion of students supported at school action is more than twice the national average. The proportion of students with a statement of special educational needs, or supported at school action plus, is also greater than the national average. The school provides specialist support for a number of students with hearing impairment and autistic spectrum disorder difficulties from across South Tyneside. A separate facility known as the Post-11 Autistic Centre is situated on the school site and is managed by the governing body. The percentage of students who join or leave the school other than at the usual times is similar to other secondary schools. The school has specialist status in engineering. It has gained a number of awards including the Healthy School Award, and the Investors in People Standard. The school is part of a Trust with Harton Technology College (a national support school), Sunderland University and the local authority. The school meets the government’s current floor standard, which sets the minimum expectations for attainment and progress. At the time of the inspection the school was led by an executive headteacher (who is a national leader of education) and an acting headteacher.
Summary of key findings for parents and pupils
This is a good school. This school is very good at developing students’ basic skills. Most students make good progress in reading, writing and mathematics. Teachers’ marking is very effective in helping students to improve their spelling, punctuation and grammar. Students’ behaviour is outstanding. Bullying is rare and students feel very safe in school. They have a great deal of pride in their school and more students are now attending regularly. Students who require extra support to help them to succeed also do very well. The range of courses offered by the school, including for students who attend the Autistic Centre, helps most students to reach their potential. Leaders at this school know exactly what is needed to improve the school further. They design and implement very effective plans to do so. They work very well in partnership with other schools to help them to become better too. Teachers work together extremely well to improve their teaching. Because of this, students’ learning is very good in many lessons. A particular strength is the way in which teachers provide a range of activities in lessons to help students to succeed. Leaders pay very close attention to how well students are doing. They make sure that teachers’ performance is closely linked to decisions about pay. The governing body plays a full and active role in this. It is not yet an outstanding school because : Some lessons do not challenge all students well enough. This means that sometimes students do not make as much progress as they could. The teaching in some lessons does not develop students’ understanding consistently well. Not all lessons involve students fully in learning from each other or talking about their work. Although students’ progress is improving, the examination results of students who receive the pupil premium (the extra money provided by the government) are not as high as for those students who do not. This difference has not changed a great deal in the last two years.