Whitley Bay High School

Inspection of Whitley Bay High School Deneholm, Whitley Bay, Tyne and Wear NE25 9AS

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since May 2013. 4–5 June 2024

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What is it like to attend this school?

Pupils thrive in this school as a result of an exceptional quality of education and an excellent programme of personal development. They benefit from a broad curriculum that supports their academic and vocational ambitions. Pupils achieve exceptionally well in national tests and examinations, including students in the very large sixth form. All pupils, regardless of their background, are very well-prepared for their next steps in education, training or employment.

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What is it like to attend this school?

There is a powerful sense of community at the school. Pupils engage purposefully with many opportunities to develop their talents and interests. The school has a vibrant extra-curricular life. The curriculum is enhanced by an extensive range of planned events, such as the literature festival, poetry activities and the maths festival. All pupils in Years 10 and 12 develop vocational insight through purposeful work experience. Pupils’ commitment to ‘food bank Friday’ is just one a number of charitable enterprises that build their sense of social responsibility.

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What is it like to attend this school?

Behaviour in and around school is exemplary. Pupils are mature and respectful. Pupils have a very well-developed sense of responsibility, tolerance and respect. This calm, safe and inclusive atmosphere is founded on extremely strong and supportive relationships at all levels. Students in the large sixth form are influential in supporting this ethos through the example that they set to younger pupils.

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better?

Leaders have designed and implemented a curriculum that meets the needs of all pupils. It has a strong academic core. Leaders have taken particular care to ensure that the curriculum builds carefully on pupils’ middle school experience. Pupils at key stage 4 select from a wide and stimulating choice of subjects, including three modern foreign languages. The curriculum in the sixth form prepares students extremely well for higher education and employment.

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better?

Teaching is precise and engaging. The school has invested time for teachers to train and plan collaboratively. This training focuses on embedding the most effective teaching strategies, supported by high quality resources. For example, in geography, teachers use graphics and visual models to teach pupils about topics such as the carbon cycle, physical processes and contours. In modern foreign languages, pupils develop their knowledge of phonics, vocabulary and grammar through highly effective, systematic teaching. Across the curriculum, teachers check very carefully that pupils understand what they need to for the next steps in their learning.

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better?

Pupils achieve extremely well across the full range of subjects and in all key stages. Pupils who are disadvantaged and pupils with special educational needs and/or disabilities (SEND) share this high achievement. Teachers are skilled at adapting the curriculum to support the individual needs of pupils with SEND. Strategies to help pupils with SEND include powerful, community-based project work to support communication and interaction. 4–5 June 2024

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The school has embedded a positive culture of reading. This is most evident in the vibrant and very well-used school library. Expert staff in the library support reading in every way, from academic research at A level to promoting poetry and literature. Some pupils receive additional support to improve their reading. They benefit from a carefully planned and successful programme of one-to-one support.

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The curriculum for personal development is exceptional. The school ensures that all pupils take part in cultural, social and sporting opportunities. This is particularly true for those who may not have the same opportunities outside school. The well- planned approach to personal development also makes pupils feel safe, trusted and listened to.

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Students in the sixth form are integral to the culture of the school. They provide leadership in many aspects of school life. For example, students volunteer as librarians, technical crew for productions, mental health ambassadors and they support younger pupils with reading. This contribution has a tangible impact on the life of the school.

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The sixth-form provides students with a full programme of personal development, including experience of the world of work. Students are well-informed about apprenticeships, vocational degrees and academic courses at university. Students praise the positive relationships they have with their teachers. They say they are treated professionally. This reflects the ‘campus environment’ that the school has consciously created.

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Governors demonstrate a deep commitment to the vision of the school, based on the phrase ‘all different, all equal’. They use this phrase to inform and test their strategy. Governors know the school well. They provide the right balance of challenge and support. Staff at all levels respond positively when asked about their workload and well-being. Staff enjoy working at the school and are immensely proud to do so.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 4–5 June 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 4–5 June 2024

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provision

Number of pupils on the school roll 1695

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sixth form

Appropriate authority The governing body

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sixth form

Chair of governing body Naomi Oosman-Watts

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charge

Website http://www.whitleybayhighschool.org/

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charge

Date of previous inspection 1 and 2 May 2013

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Information about this school

 The school is much larger than the average size secondary school.  The sixth form is much larger than average. Sixth-form students form a significant proportion of the number of pupils on roll at the school.  The school uses one registered alternative education provider.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 4–5 June 2024

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 Inspections are a point-in-time judgement about the quality of a school's education provision.  This was the first routine inspection the school received since the COVID 19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other senior leaders and a range of middle leaders, teachers and staff. The lead inspector met with governors and a representative of the local authority.  Inspectors carried out deep dives in English, mathematics, geography, modern foreign languages and design and technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors studied a range of documents. These included minutes of governing body meetings, pupil attendance information, safeguarding records and support plans for pupils with SEND.  The lead inspector considered the responses to Ofsted’s online surveys for staff and pupils. Inspectors considered the views of parents and carers through Ofsted’s online survey, Ofsted Parent View.

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Inspection team

Carl Sugden, lead inspector Ofsted Inspector

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Inspection team

Bernard Clark Ofsted Inspector 4–5 June 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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