River Tees Secondary Academy

Inspection of River Tees Secondary Academy Sulby Avenue, Pallister Park, Middlesbrough TS3 8RD

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Good

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The headteacher of this school is Sarah Birch. This school is part of River Tees Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Christina Jones, and overseen by a board of trustees, chaired by Patrick Cambage. 4 and 5 February 2025

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What is it like to attend this school?

Pupils at River Tees Secondary Academy thoroughly enjoy coming to school. They are proud of their school and describe it as an amazing place. This is because staff care for them and take the time to listen and to support them in their work. Pupils start their school day with breakfast and a hot drink while they talk to each other and staff. They move quickly into lessons, keen to start work.

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What is it like to attend this school?

Leaders and staff expect great things from the pupils, and pupils meet these high expectations. Pupils behave well and show respect for their teachers and each other. Pupils work hard in lessons. They confidently read aloud and contribute to class discussion. Pupils take pride in their work and take note of the feedback their teachers provide.

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What is it like to attend this school?

Pupils are supported by an excellent careers programme that provides a taster of the world of work. Pupils go on to achieve a range of GCSE qualifications and feel ready for college courses or employment.

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What is it like to attend this school?

Pupils feel safe when in school. They deeply appreciate the interesting opportunities provided for them, such as school trips, after-school clubs and residential stays.

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

Staff have the highest ambition for all pupils. Many pupils arrive having missed long periods of schooling, and hold a negative view of education. This view is quickly changed when they start at River Tees.

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

The school’s curriculum is exceptionally well thought out and takes account of the different needs of pupils. Teachers carefully find out what pupils know and address any gaps in their knowledge. Pupils’ books show they are learning the detail of the curriculum, and where they miss learning they are supported to catch up. Across all subjects, there is a consistent quality of pupils’ learning and the work they produce. This kind of consistency is incredibly rare.

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

Leaders have an unwavering focus on ensuring all pupils become fluent and confident readers. Pupils enjoy reading quality texts every day in class and also read aloud in lessons. Where needed, pupils get extra help to read fluently. As a result, pupils can access information in lessons and learn the intended curriculum well.

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

Pupils progress very well through the curriculum and gain qualifications that will help them in the next phase of education. The school has heightened ambition over recent years. For example, in science, all pupils now enter more ambitious qualifications. The proportion of pupils achieving positive outcomes in GCSE English and mathematics is increasing. This is a significant achievement, particularly given many pupils’ previous gaps in education. 4 and 5 February 2025

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Pupils’ behaviour is highly respectful and considerate, both during lessons and at breaktimes. This is noteworthy given that many pupils have experienced problems managing their behaviour at their previous school. In lessons, pupils are focused and persevere with difficult tasks. Pupils feel safe in school and find staff approachable and willing to help when needed.

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Pupils are supported to attend well. For example, the school provides home-to-school transport to ensure a positive start to the day. Despite leaders’ best efforts, a small cohort of pupils have low attendance.

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At the heart of the school’s curriculum is a focus on personal character, the wider community and learning for the future. Pupils are taught how to be responsible citizens. Pupils have personal targets that they work on each term. On ‘Target Tuesdays’, pupils have time to reflect on these targets and see them as key to success as an adult. As part of the school’s ambitious careers programme, all pupils in Year 10 can take part in work placements.

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The school community is an inclusive one, with pupils learning about diversity and accepting that others may hold different views to themselves. Pupils have the opportunity to develop their talents and interests. Successes are celebrated, with former pupils returning to share their achievements in higher education, sports and employment.

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The school makes sure that every pupil receives an outstanding education. Teachers and staff are supported well by leaders. Staff say they are incredibly proud to be part of the school. Parents appreciate the difference River Tees has made to their child. The trustees, governors and staff all share the same vision, that every pupil will go on to achieve great things. The school achieves this ambitious vision and is transforming pupils’ lives.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

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 and 5 February 2025

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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 and 5 February 2025

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School details

School category Academy alternative provision converter

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School details

Date of previous inspection 9 January 2019, under section 8 of the Education Act 2005

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Information about this school

 River Tees Secondary Academy is part of the River Tees Multi Academy Trust.  The school uses no alternative provision.  From January 2023, the school was commissioned for additional permanently excluded pupils through the commissioned sixth day provision.  In September 2023, Tees Middle and River Tees High merged to become River Tees Secondary Academy.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 4 and 5 February 2025

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 Inspections are a point-in-time evaluation 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.  During the inspection, the inspectors met with the headteacher and other senior leaders. They met with the trustees and the CEO.  Inspectors carried out deep dives in the following subjects: English, mathematics, physical education and personal development. They discussed the curriculum design with leaders, visited lessons, looked at pupils’ work and spoke to pupils and teachers about the curriculum.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single 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

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safeguarding that puts pupils’ interests first.  Inspectors considered the responses to Ofsted’s online surveys for pupils and staff. They also reviewed the responses to Ofsted Parent View.  Inspectors considered the views of pupils through meetings with groups of pupils from across the school. Inspectors also spoke to pupils informally about the school.

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Inspection team

Berni Moorcroft, lead inspector Ofsted Inspector

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Inspection team

Matthew Vellensworth His Majesty’s Inspector 4 and 5 February 2025

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