Ponteland High School


Name Ponteland High School
Website http://ponthigh.org.uk/
Ofsted Inspection Rating Good
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 21 March 2012
Address Callerton Lane, Ponteland, Newcastle-upon-Tyne, Tyne and Wear, NE20 9EY
Phone Number 01661824711
Type Academy
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1055 (49% boys 51% girls)
Number of Pupils per Teacher 15.5
Academy Sponsor Pele Trust
Local Authority Northumberland
Percentage Free School Meals 5.8%
Percentage English is Not First Language 4.3%
Persisitent Absence 10.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Ponteland Community High School is larger than the average-sized secondary school with a large sixth form. It serves students from Year 9 to Year 13. The current headteacher has a part-time secondment to the National College for School Leadership and works with an associate headteacher in the school. A new headteacher has been appointed to take up post in September 2012. The proportion of students known to be eligible for free school meals is low. The percentage of disabled students or those with special educational needs is low. Few students are from minority ethnic backgrounds or speak English as an additional language. The school has a specialism in languages and holds an International School award. It is a Fairtrade School and a Healthy School and has been awarded the Artsmark Silver. The school’s performance exceeds the government’s current floor standard which sets the minimum expectation for attainment and progress. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

This is a good school. Achievement is strong overall and the progress of students is increasing. The sixth form is good which reflects the quality of outcomes, teaching and organisation. Behaviour in the school is good. School leaders are effective in shaping and directing the work of the school. The school is not outstanding because teaching, while good overall, is inconsistent and weaker teaching limits the learning of some students. Inspectors observed students making good progress in lessons. Students attain academic standards which are well above the national average. They achieve particularly well in science in the main school. Progress in English and modern languages has been weaker but senior leaders have taken effective action to respond to circumstances which might reduce student achievement in these subjects. Teaching is good. There is some weaker and less frequently outstanding practice. Teachers’ have good subject knowledge but do not always plan lessons to take account of students’ different requirements. Students are keen to learn but have relatively few opportunities to organise their own learning or assess their own and other students’ work. Marking is of variable frequency and quality. The behaviour of students around the school is good. They are polite and respectful to adults and each other and are calm and responsible in the sometimes busy corridors and dining area. Incidents of racist behaviour and bullying are rare. Behaviour is good or better in the large majority of lessons although there are occasional instances of poor behaviour in class. Attendance in the school is average and punctuality is good. School leaders have a clear and shared vision for the school. Opportunities to develop leadership skills have been used thoughtfully and have contributed to improvement. The school’s curriculum provides a good range of appropriate experiences for students. Leadership of teaching and management of performance are good.