The Newbridge School

Highlights from Latest Inspection

What is it like to attend this school?

The Newbridge School is caring and welcoming. Most pupils are happy at school and enjoy learning here.

There are positive relationships between staff and pupils. The school has high expectations of what pupils can achieve. The school and the trust have markedly improved the curriculum and how it is delivered.

Pupils' prior knowledge gaps are closing. Most pupils now achieve well overall.

The school is calm and orderly and there are clear routines that pupils understand and follow.

Most pupils behave well in lessons and during break and lunchtime. They enjoy being rewarded for meeting the school's expectations. Pupils feel safe in school.

The...y know they have staff they can talk to if they have any worries. Pupils are respectful of others who have different backgrounds to their own.

An increasing number of pupils participate in extra-curricular clubs and activities that develop their talents and interests.

For example, pupils enjoy attending eco club, netball, football and science club. Pupils enjoy an annual 'culture day' where they learn about the different cultures in the school and local area. Some pupils also contribute to the school by being reading 'buddies' or part of the school council.

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

All pupils, including those with special educational needs and/or disabilities (SEND), have access to a broad and ambitious curriculum, including the full range of English baccalaureate subjects at key stage 4. The number of pupils studying a modern foreign language in key stage 4 is increasing.

The school has ensured that the curriculum in all subjects is well designed.

In each subject, it is clear what pupils will learn and when. Most teachers deliver the curriculum well. This means that pupils now benefit from a better curriculum offer than previously was the case.

This is not yet reflected in published outcomes because the pupils who have fully experienced the improved curriculum have yet to take public examinations.

Teachers have secure subject knowledge. Most teachers explain new topics clearly and use well-thought-out activities to support pupils learning the curriculum.

Most pupils produce good quality work and progress well through the curriculum. However, some teachers do not check pupils' understanding carefully enough. This means that teachers are sometimes unaware and do not address any gaps in learning or misconceptions pupils may have.

As a result, some pupils do not achieve as well as they could.

The school has made reading a priority. Pupils read regularly during tutor time.

The school has carefully chosen these books so that pupils experience a range of texts that develop their vocabulary and understanding of different cultures. The school quickly identifies any pupils who need support with reading. These pupils get extra help from well-trained staff.

This helps these pupils improve their reading fluency and accuracy.

The school ensures that the needs of pupils with SEND are accurately identified. Staff get clear information about how to meet the needs of these pupils.

Most staff use this information effectively so pupils with SEND can access the curriculum and achieve well.

The school has high expectations of pupils' behaviour. Most pupils have positive attitudes to learning.

They work well in lessons. The school supports pupils who need to attend school more regularly effectively. As a result, pupils' attendance is improving.

The school's provision for pupils' broader development ensures that pupils are well prepared for life in modern Britain. Pupils learn about how to be safe online and in the community. The school teaches them about healthy lifestyles and relationships.

Pupils have a secure understanding of fundamental British values. Pupils are taught and know to treat others with respect. Pupils get good quality career advice and guidance.

This helps to inform them about their next steps in education.

The school is well-led. Staff feel supported.

They appreciate how the school considers their workload and well-being. Staff benefit from a range of professional development opportunities that supports them in delivering the curriculum effectively. Those responsible for governance perform their duties well.

The trust has provided effective support for the school to bring about the necessary improvements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not check pupils' understanding carefully enough.

This means that they are unaware and do not address any gaps in learning or misconceptions pupils may have. As a result, some pupils do not learn as well as they could. The school should ensure that teachers check pupils' understanding systematically so that they can address gaps in pupils' learning and their misconceptions.