|Name||Jesmond Park Academy|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||29 November 2016|
|Address||Jesmond Park West, Newcastle-upon-Tyne, NE7 7DP|
|Religious Character||Does Not Apply|
|Number of Pupils||unknown|
|Number of Pupils per Teacher||17.9|
|Academy Sponsor||The Gosforth Federated Academies Limited|
|Local Authority||Newcastle upon Tyne|
|Percentage Free School Meals||26.2%|
|Percentage English is Not First Language||23.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. Heaton Manor School is much larger than the average secondary school. The proportion of pupils from minority ethnic groups is above the national average. The proportion of pupils who speak English as a second language is also above the national average. The proportion of pupils known to be eligible for support through the pupil premium is above the national average. The proportion of pupils who have special educational needs and/or disabilities is below average. The school meets the government’s current floor targets, which are the minimum expectation for pupils’ attainment and progress at the end of key stage 4. The school has specially resourced provision for up to 12 pupils with hearing impairments. Currently, there are 11 pupils placed in the provision. Fifteen pupils attend alternative provision at the Newcastle Bridges Hospital School. In addition, two pupils attend Nacro, a registered vocational education provider, on a part-time basis. The on-site provision for childcare, Heaton Manor Pre-School, is subject to a separate inspection and the report is posted on the Ofsted website.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and governors have been unable to halt a decline in the school’s performance. A programme to strengthen leadership and bring in new staff is yet to have an impact on outcomes for pupils. Key aspects of leadership remain weak. The senior leadership team lacks the capacity to quickly improve teaching or hold middle leaders and teachers to account for pupils’ progress and learning. Outcomes at the end of key stage 4 are inadequate. Pupils make significantly less progress across a broad range of subjects than should be expected. In the sixth form, learners make no better than expected progress. The progress made by disadvantaged pupils is particularly weak. Their outcomes are significantly below those of other pupils nationally and are not improving. Some teachers do not use assessment information well enough to plan lessons. The work provided often fails to challenge or stretch the most able pupils in the school. Many teachers have low expectations. They set learning tasks that fail to challenge pupils and do not provide regular homework. Behaviour in the school has improved, but pupils report that some lessons continue to be disrupted. Not all teachers have confidence in the behaviour management system. The attendance of disadvantaged pupils is well below that of other pupils and this contributes to their weak academic progress. Although governors are acting decisively to tackle weak leadership, the process of change has been too slow, resulting in a lack of clear strategic direction. The school has the following strengths The quality of safeguarding and provision for pupils’ personal development and welfare is good. Effective support helps vulnerable pupils to cope well at school. Diversity is celebrated and pupils are prepared well for life in modern Britain. Pupils who have special educational needs, including those with hearing impairments, make the progress they should because the support they receive is of good quality.