Newsome Academy

Highlights from Latest Inspection

What is it like to attend this school?

To be a pupil at this school is to be part of a caring, close-knit family. Staff and pupils form strong relationships that underpin the school's work.

Pupils are safe. They are nurtured to achieve their full potential. In the words of one pupil, echoing the sentiments of many, 'We belong here.'



Pupils respond admirably to the high expectations that staff have of them. They are happy, enjoy learning and achieve well. Teachers support pupils very well.

Pupils learn a curriculum which is constructed and designed to give them the best start in life.

Pupils with special educational needs and/or disabilities (SEND) are fully included in every as...pect of school life. They thrive due to the excellent pastoral care they receive.

Pupils with SEND progress well because of the adaptations that are made to the curriculum.

Pupils from all backgrounds and ages get along well. Indeed, the school mission of 'connecting hearts and minds' is fully realised.

Pupils look out for each other and make sure that nobody feels isolated or left out. Pupils rarely experience bullying. Bullying is dealt with swiftly when it occurs.

Rightly, pupils are very proud of their school. Pupils are encouraged to play an active part in school life. They influence the life of the school fully.

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

The school has a highly inclusive curriculum. It ensures there are no barriers to pupils' ambitions and aspirations. There are high expectations for all.

Pupils study a range of subjects that are appropriate to their needs. Their studies prepare them well for future education, employment and/or training opportunities. The school recognises that some areas of the curriculum are more developed than others.

The school is taking steps to improve the consistency of the curriculum.

Teachers have detailed knowledge of their subjects and how to teach them well. Teachers deliver curriculum content in line with the school's policies.

For example, through 'activate' tasks, teachers make sure pupils recall, and practise using, important knowledge. Pupils use detailed 'knowledge organisers' to summarise important facts and vocabulary. In most lessons, assessment is accurately used to adapt and inform teaching.

Pupils with SEND are well supported by staff. Pupils' needs are quickly and precisely pinpointed. The school provides excellent provision for pupils with hearing impairment and physical disabilities.

These pupils receive the specialist support they need to participate in and enjoy school life fully. In most lessons, the curriculum is successfully adapted to meet the needs of pupils with SEND. For example, curriculum content is taught in bite-size chunks and repeated to ensure ideas and concepts are fully understood.

The school is taking steps to improve the consistency of SEND provision across the full curriculum.

The school prioritises reading. Pupils are provided with many opportunities to read.

They are encouraged to read aloud in class, practise new vocabulary and develop their oracy skills. Pupils receive weekly literacy seminar sessions in which they read and discuss a text together. Weaker readers are quickly identified.

They receive well-judged interventions. These pupils quickly become fluent readers as a result.

Pupils' conduct at the school is exemplary and an excellent model of inclusion.

Pupils are unfailingly polite and exhibit the school's values of respect, integrity, teamwork and aspiration. Pupils are attentive in lessons and enjoy learning. Most pupils attend school regularly.

The school actively challenges and supports pupils who are more reluctant to attend.

Pupils learn about healthy relationships, consent and how to keep themselves safe online. Pupils develop their character through various leadership opportunities.

They actively influence aspects of life in the school and wider community. For example, democracy champions have influenced the uniform worn by pupils in school and local members of parliament and councillors within the local authority. Pupils develop a sound understanding of employability skills through the school's 'business conscience' approach to personal development.

Pupils participate in a wide variety of inclusive clubs, including wheelchair basketball, DJ club, British Sign Language and cooking.

Leaders inspire staff and pupils. Transformative changes to the school have been made by skilled and determined leaders.

They have a sharp understanding of the school's many strengths and remaining areas for development. Governors and trustees provide support and hold school leaders to account effectively. Staff at the school are very well supported.

The school ensures that staff's well-being and workload are well managed.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not as well developed and planned in some subject areas as it is in others.

This means that the quality of education that pupils, including pupils with SEND, receive is inconsistent across the curriculum. As a result, pupils do not achieve as well as they could in some subject areas. The school should ensure that the curriculum is developed across all subject areas to the same high standard.

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