|Name||North Gosforth Academy|
|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||14 October 2015|
|Address||Dudley Lane, Seaton Burn, Newcastle-upon-Tyne, Tyne and Wear, NE13 6EJ|
|Number of Pupils||512 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.8|
|Academy Sponsor||The Gosforth Federated Academies Limited|
|Local Authority||North Tyneside|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||0.6%|
|Pupils with SEN Support||19.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The acting Principal has been in post since the beginning of September 2015. The substantive Principal resigned at the end of September. A Principal from an outstanding local school has recently agreed to support the school. This support from John Spence Community High School, a local and outstanding school, was brokered by the local authority. The college is smaller than an average-sized secondary school. The percentage of pupils eligible for pupil premium funding is a little higher than the national average. The proportion of pupils from minority ethnic groups and with English as an additional language is very low. The college uses alternative provision for a very few pupils at Moorbridge, a pupil referral unit, and Personal Achievement Through Learning Support (PALS), located at Churchill Community College. The college meets the current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 11. The college offers a shared sixth-form provision with two local schools.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and governors have shown weak leadership. They have failed to tackle pupils’ underachievement and weaknesses in teachers’ assessments. Leaders, governors and teachers do not have high enough expectations of themselves or pupils. Pupils’ achievement is not good enough, particularly in English and mathematics. There are wide gaps between the progress made by disadvantaged and other groups of pupils. It is a similarly dispiriting picture for pupils with special educational needs. Governors have failed to take early and decisive action to hold leaders to account for poor results. Teachers rarely use assessment information effectively to make sure pupils get the right level of challenge. Teachers’ questioning skills are underdeveloped. Leaders have not been effective in providing a curriculum that builds securely on pupils’ learning in Key Stage 2 or prepares them well enough for the rigours of Key Stage 4. Pupils do not attend regularly enough. The information leaders have about the quality of teaching and pupils’ work has not been used effectively to bring about rapid improvement. The school has the following strengths Pupils who are most in need are supported very well to overcome difficulties and maintain their education. Sixth-form pupils make better progress on vocational courses than they do on academic courses. The sixth-form provision is stronger than that in the main school but nevertheless requires improvement. Pupils, including those in the sixth form, confirm they feel safe and happy. Adults and pupils have warm relationships. Pupils’ behaviour is generally calm and friendly. In the short time he has been in post, the acting Principal has taken swift action to get the college back on track. It is too early to say whether the actions have been effective.