Cramlington Learning Village

Highlights from Latest Inspection

Outcome

Cramlington Learning Village continues to be a good school.

What is it like to attend this school?

The new co-headteachers have an ambitious vision for the school. They ensure that pupils' education is underpinned by respect, resilience and responsibility. Leaders are committed to the success of all pupils and pupils work hard to meet these aspirations.

Leaders are aware of the challenges that pupils have faced in recent years. Parents and carers praised the supportive approach to remote education. They also appreciated the focus leaders have placed on pupils' mental health since the COVID-19 pandemic began.

There is a strong anti-bullying culture in this school. Staff tak...e this seriously. There are a range of avenues where pupils can report bullying.

Pupil ambassadors talk passionately about the importance of this issue. Governors and leaders have close oversight of this aspect of school life. Parents and pupils agree that bullying is dealt with effectively.

Pupils feel safe in school and trust adults to support them.

Leaders have ensured that literacy has been a long-standing priority at this school. A key aspect of their vision is creating 'expert readers'.

Pupils have dedicated reading lessons in Years 7 and 8. They are deliberately introduced to a range of non-fiction alongside fiction to broaden their knowledge of the world. Books are central to this school.

This is evident from the environment created, particularly the knowledge café, and the views of pupils. There is a wide range of support for pupils who struggle with different aspects of reading. This support is tailored to ensure that pupils catch up quickly.

What does the school do well and what does it need to do better?

Leaders are ambitious in their curriculum design. They are keen to help pupils make links between subjects and broaden pupils' understanding of the world. For example, in mathematics, pupils study the Mayan civilisation to learn about the role of mathematics in ancient civilisations.

Leaders have thought carefully about what they want pupils to know and remember. They have organised the curriculum so that pupils can build up their knowledge over time. Leaders have prioritised vocabulary so that pupils expand and develop their use of language.

Leaders have ensured that a structured approach to reading underpins all aspects of the curriculum. Pupils with special educational needs and/or disabilities (SEND) are supported effectively to access the same ambitious curriculum as their peers. Teachers are well trained in understanding pupils' individual needs and how to best meet them.

Leaders ensure that all pupils have access to the same high-quality experiences.

Teachers use questioning effectively in lessons to ensure that they uncover gaps in pupils' knowledge quickly. In some subjects, assessment is closely matched to the curriculum and used to inform future teaching.

However, in some subjects, the GCSE-style assessments being used in Years 7 to 9 are not tightly aligned with the most important knowledge in the curriculum.

Pupils are prepared effectively for life in modern Britain. There is a well-planned personal, social, health education (PSHE) curriculum.

Leaders ensure that pupils receive clear messages around topics such as consent, personal safety and mental health. The curriculum has been planned so that pupils receive these messages in an age-appropriate way. The regular form-time sessions are supported by 'Well Being days', with visits from external speakers, including the police and the National Society for the Prevention of Cruelty to Children.

Teachers check how well pupils have understood the PSHE curriculum through online quizzes.

Leaders ensure that pupils are prepared for their next steps through careers guidance. Leaders focus on raising pupils' aspirations and pupils learn about skills they will need for employment.

The advice pupils receive is relevant to the local area and closely personalised for older pupils. Leaders ensure that vulnerable pupils receive additional support in making the best choices for their future.

Governors are closely involved in life of school.

They have an accurate picture of the school's priorities. They are clear about the actions leaders have taken in response to the pandemic, particularly prioritising mental health provision for pupils. Staff feel valued and well supported by leaders.

Teachers who are early in their career explain how leaders have enabled them to succeed. Teachers describe the school as a 'community' and feel that their opinions are valued. Staff feel that leaders consider their well-being and help them to balance their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have cultivated a vigilant approach to keeping pupils safe across the school. All adults are alert to signs of concern.

Staff, including governors, undertake regular training. Leaders have ensured that there is a large team of staff responsible for safeguarding. Reporting systems are clear.

Leaders keep detailed and accurate logs of actions taken to keep pupils safe, including around the safe recruitment of adults. The safeguarding team works effectively with external agencies to ensure that vulnerable pupils and their families are provided with the right support. Leaders are prioritising mental health provision in response to the rising demand in this area, following the impact of the pandemic.

Pupils explain that they have a trusted adult and feel safe in school. Pupils are taught how to keep themselves safe effectively, especially online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment in Years 7 to 9 is not closely matched with the key knowledge that pupils have been learning.

As a result, assessments do not consistently support teachers to check that pupils have learned important component knowledge. Leaders should ensure that assessments at key stage 3 are carefully aligned with the ambitious curriculum and focus on checking the key component knowledge they want pupils to know and remember.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in February 2017.