The New North Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this caring and inclusive school.

They like the friendly atmosphere. From a young age, they are taught about their rights and responsibilities. The recently updated behaviour policy is used consistently and fairly by staff.

This helps pupils to develop a good understanding of the importance of tolerance and respect.

Pupils enjoy a wide range of activities, such as sport and music. Through these activities, leaders aim to help pupils develop into well-rounded individuals.

Pupils know about different forms of bullying. They said that bullying is very rare at the school and that staff quickly sort out any problems. The number of inci...dents of poor behaviour is also increasingly rare.

Leaders are determined to improve behaviour even further.

Staff know pupils well. During the disruption caused by the COVID-19 pandemic, leaders checked that all pupils, including those known to be vulnerable, could learn more and remain safe.

New children settle quickly into the Nursery, Reception and specialist provision classes. They learn about taking turns, making friends and looking after one another. Daily reading and mathematics lessons ensure that they are suitably prepared for the next stage.

Parents and carers are very positive about the school. They appreciate the wide range of opportunities that the school provides for pupils.

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

There has been significant change in staffing at all levels since the last inspection.

Leaders have a clear vision for this school. They have ambitious goals for the curriculum that they want pupils to follow, including in the early years. Leaders have created a curriculum that is both broad and which celebrates difference and diversity.

Ensuring that pupils learn to read with confidence and enjoyment is a priority. All staff are well trained in teaching phonics. In the early years, staff help children to listen to and identify sounds accurately.

Early years leaders and subject leaders work together to ensure the curriculum is coherently planned. Older pupils who struggle to read confidently are supported well. Occasionally, some pupils at the very early stages of learning to read are given books that are too hard.

Their reading books are not always matched well to their phonics ability.

The mathematics curriculum has been planned effectively. Pupils know what they are learning.

Teaching builds on what they have learned previously. As with reading, staff have been well trained. Teachers plan regular opportunities to check pupils' understanding of key knowledge.

Pupils achieve well. They enjoy recalling and practising what they have been taught.

Pupils with special educational needs and/or disabilities (SEND) are supported well.

Their individual needs are catered for, for instance through specialist resources or with support from adults in the classroom. Leaders work with outside agencies to make sure pupils' needs are met well.

Leaders of the other subjects, for example history, plan lessons so that pupils gain knowledge and skills.

For instance, pupils can recall facts from their previous learning about different civilisations and religions. However, leaders have rightly identified that subject planning needs to make clearer links between pupils' previous and future knowledge. In some instances, planning does not specify the subject-specific vocabulary pupils need to know and use.

Leaders know the next steps they need to take to ensure that the curriculum becomes firmly established in all subjects. Curriculum developments slowed due to the pandemic. Leaders' plans are now back on track.

The trust directors have a clear plan for supporting leaders. This includes working with other schools and staff in the trust to strengthen teachers' expertise. For example, staff receive subject-specific training as well as training on how to support pupils with SEND.

Staff feel extremely well supported by senior leaders.

Pupils' attitudes to learning are positive. They mostly enjoy the demanding work that they get in lessons.

Leaders challenge poor rates of attendance. They are relentless in following up any concerns about pupils with their families as well as with other agencies. Incidents of poor behaviour have decreased significantly.

Pupils' good behaviour is underpinned by the school's values of resilience and respect. Children in the early years settle in well and play happily with their new friends.

Leaders plan a range of experiences to support pupils' personal development.

Well-being is prioritised. Pupils appreciate the time and consideration given to them if they have concerns. Regular opportunities to learn outdoors and in the community are planned into the curriculum.

These are being reintroduced following the end of the pandemic restrictions. Pupils spoke enthusiastically about a range of after-school clubs that they have taken part in.

The governing body and trust directors work collectively to oversee the school's development.

More regular subject checks are planned to give governors insight into the curriculum and to help them to challenge leaders' actions.

Safeguarding

The arrangements for safeguarding are effective.

A well-trained team of designated leaders oversees the school's safeguarding procedures.

Leaders and governors are also well trained in the safe recruitment of staff. A suitable record is maintained of the checks made when appointing adults to work in the school. Leaders and staff know what to do to secure support and protection when pupils may be at risk of harm.

This includes early help services.Robust procedures are in place to follow up safeguarding concerns. Pupils are taught about the risks they may face and how to keep safe, for example when learning online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The new headteacher has quickly identified that some of the long-term plans for foundation subjects do not clearly identify the knowledge that needs to be taught. Links with future and previous knowledge are not clearly identified and prioritised. However, it is clear from leaders' actions that they are making the necessary improvements to the curriculum.

This includes designing new curriculum plans and training staff in how to use them. For this reason, the transitional arrangements have been applied. ? Occasionally, pupils who are at the early stages of learning to read have books that are too hard for them to read confidently.

In the few instances that this happens, pupils struggle to read the books they are given. This is because some of the words go beyond pupils' phonic knowledge. Leaders should check that all books are precisely matched to pupils' current phonics knowledge.

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