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Northern House Academy is described by parents as 'life changing' for their children. From the moment pupils start here, they are enveloped into a warm, inclusive culture and quickly develop a sense of belonging. They are truly understood and accepted into the life of the school.
They are encouraged to be authentically themselves. One pupil's view was that staff 'really care about me, in their hearts'. As a result, pupils feel safe and happy, and they flourish.
The atmosphere around school is inescapably positive. The staff know pupils exceptionally well and set high expectations. Pupils rise to these, and proactively engage in their learning with high levels of conce...ntration.
Pupils' social, emotional and mental health (SEMH) needs underpin the whole approach to learning. Through a carefully designed holistic curriculum, they are taught to reflect on their emotions and identify and develop personal strategies to self-regulate. Each day, pupils have multiple opportunities for 'emotional check-ins'.
This gives them continuous opportunities to reflect on their behaviour and choices and have a fresh start as often as needed. This creates a remarkably calm and happy environment, where everyone can concentrate in class. Through these embedded approaches, pupils develop high levels of self-awareness and empathy.
What does the school do well and what does it need to do better?
On joining the trust, the school embarked on a journey of rapid improvement. New leadership worked effectively with the staff team to swiftly raise standards and implement a highly ambitious curriculum. Academic subjects are meticulously organised and so pupils make excellent progress.
Lessons are expertly delivered, through engaging, purposeful, and often 'hands-on', activities. This is enriched with pupils' individualised SEMH targets, which are embedded into their learning, and these link to their education, health and care (EHC) plan outcomes. Alongside staff, pupils review and set their own weekly targets.
They carefully track progress towards these goals on their own 'pupil passports' throughout the week, earning reward points as they go. This precise balance between academic learning and personal development means that pupils gain the knowledge, skills and cultural capital that they need for their future success.
The school's values of happiness, high expectations, nurture, consistency, understanding and positivity are undeniably present in every aspect of school life.
All decision-making is based on these. Pupils understand these, and they reflect on how they live them out through their lessons and assemblies.
Therapeutic activities and support are expertly entwined through the teaching of the school's ambitious curriculum to ensure pupils learn and can achieve highly.
For example, as well as learning about different techniques and a diverse range of artists, pupils are encouraged to use their 'doodle books' to draw in or spend time on crafts as calming activities.Pupils' education is thoughtfully enhanced with a diverse range of life-shaping experiences. This is achieved through the school's 'enrichment pledge'.
Activities include a carefully planned sequence of residential trips, inspirational trips such as a visit to the Houses of Parliament, and community partnerships. Pupils are proud of the ox sculpture they have recently decorated, which will feature in a local exhibition. The school is outward-looking and plays a formidable role in ensuring its pupils are understood and valued by society.
For example, the school has forged a strong mutual partnership with sixth-form students from a local school, who actively contribute to pupils' learning and act as positive role models.
Helping pupils develop a love of stories and books is a priority. The school has implemented a systematic approach to teach pupils to read.
Pupils enjoy the skilfully adapted lessons that help them develop their reading confidence and fluency. Their resilience shines through when they read with adults and work hard to blend and segment using the methods they have been taught. These sessions significantly boost pupils' self-confidence and inspire them to explore new interests.
Staff are provided with high-quality professional development. This means they have high levels of expertise to meet the SEMH needs of the pupils. Staff use this to help pupils be the authors of their own specific support plans, detailing the regulation strategies that help each individual pupil to learn.
When pupils have more complex needs or require high levels of support to manage their behaviour, well-trained staff follow the school's clearly understood approaches. Pupils are consistently empowered to reflect on and return to learning.
Trust leaders, those responsible for governance and school leaders work as a cohesive unit.
Along with staff, they have a shared moral purpose to make a difference to the lives of the pupils. This results in a strong collaborative and supportive approach to driving improvements to the school.
