Morpeth Newminster Middle School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are proud to be part of the Morpeth Newminster Middle School community. It is a friendly place where pupils and adults consistently treat each other with kindness and respect.

The school provides an education that extends far beyond the academic curriculum. The vast majority of pupils take advantage of the wide range of extra-curricular groups and clubs that are on offer, including a vibrant range of creative arts groups.

Leaders are determined that all pupils will benefit from the opportunities the school provides.

Pupils with potential barriers are supported effectively to achieve well and join in the full life of the school.

Pupil...s behave well in lessons and around school. They move around the buildings calmly, showing consideration for others.

Pupils enjoy school and feel safe. The difference between bullying and 'falling out' is clearly understood by pupils. Pupils are confident that bullying is dealt with effectively on the rare occasions it occurs.

The vast majority of parents and carers have positive views of the school. A comment from one summed up the views expressed by many: 'Staff really care about my children and always go the extra mile to understand their needs and help them to succeed.'

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

There is a clear curriculum in each subject for what pupils will learn, and when.

Senior leaders check that this is in place. Subject leaders meet regularly with local schools to make sure that what pupils learn 'joins up' as pupils move between them. This level of planning ensures that pupils achieve well and are ready for the next stage of their education.

Subject leadership is at its strongest where leaders engage beyond the school, such as with subject associations and networks of leaders of their subject. This helps develop leaders' thinking around curriculum and assessment. Where subject leaders do not engage as widely, the curriculum is sometimes not as ambitious as it could be, and pupils achieve less well.

Teachers carefully select, often with the support of subject leaders, the most appropriate ways to explain key concepts and ideas. Teachers are effective in assessing what pupils already know, and can do, and adjust their teaching to ensure that pupils are always building on secure foundations.

Pupils who are at the early stages of reading receive appropriate and well-delivered support.

They practise sounds that they have been taught before, and are taught new sounds and how they can be used in spelling and reading.Staff share a commitment that all pupils in school will study the full curriculum. Appropriate support is given to pupils with additional needs to allow this to happen.

This is effective in allowing pupils with additional needs to learn well.

Pupils in all years have a rich and varied range of experiences related to careers education, information and guidance (CEIAG). These include events specifically designed to challenge stereotypes.

For example, the 'Girls in Engineering' event challenges the perception that engineering careers are most suitable for boys.

Leaders identified that the previous personal, social, health and economic (PSHE) education curriculum was not providing as strong an education as they wanted for pupils. They are developing a new curriculum that aims to build pupils' knowledge and understanding over time.

This development work is ongoing, but the curriculum planned so far is well sequenced and is more effectively supporting pupils to develop their understanding of their place in the world around them.

Pupils experience a wide range of enrichment opportunities. Many of these opportunities have continued, with suitable adaptions, despite the challenges of the COVID-19 pandemic.

For example, the whole-school production of 'The Lion King' was undertaken virtually. Where pupils are not taking advantage of the additional opportunities, adults in school work with pupils, and families, to overcome any barriers that exist.

Leaders have carefully identified those pupils who have poor attendance which is unrelated to the COVID-19 pandemic.

They have taken steps to improve the attendance of these pupils with some success. Leaders have identified that this is an ongoing priority.

Leaders have a measured approach to decision-making.

For example, leaders identified that more pupils in Year 5 needed additional support than had been the case in previous years. Leaders carefully considered, along with a headteacher from a first school, how to best meet this need. As a result, leaders made some adjustments to the curriculum and timetable.

This is supporting those pupils to learn effectively.

Staff well-being is a priority for leaders. They encourage all staff to identify 'pinch points' in their workload and identify tasks that are inefficient.

Leaders take all reasonable steps to address issues raised by staff.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in school.

All adults working in school have regular safeguarding training, including training in how to spot signs that a pupil may be at risk. Leaders have ensured that there are systems in school that allow staff to pass on concerns efficiently. The school's designated safeguarding lead, and their deputy, work effectively together to take appropriate action, when necessary, to protect pupils.

They work effectively with outside agencies to keep pupils safe.

Pupils learn about keeping safe, including online. Pupils are confident that there is an adult in school who will listen and help them if they are worried about their safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum thinking regarding appropriate levels of ambition and assessment is not as developed as it should be in some subjects. This limits the progress that pupils make. Leaders should ensure that subject leaders receive appropriate subject-specific continuing professional development to develop their expertise in these areas.

• The aims of the new PSHE curriculum, which is currently being developed, and the existing CEIAG provision are not clearly defined. This limits the ability of leaders to evaluate their effectiveness and make suitable adjustments to enhance the provision. Leaders should ensure that the goals of the programmes are clear, and that mechanisms are put in place to evaluate their effectiveness.