The Blyth Academy

Inspection of a school judged good for overall effectiveness before September 2024: The Blyth Academy Chase Farm Drive, Blyth, Northumberland NE24 4JP

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Outcome

The Blyth Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The associate executive principal of this school is Martin Wood. This school is part of Northern Education 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), Jane Wilson, and overseen by a board of trustees, chaired by Mark Sanders.

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What is it like to attend this school?

Pupils at The Blyth Academy are happy and proud of their school. They know that staff have high expectations of them and of what they can achieve. Pupils value the positive relationships that they have with staff. They appreciate the great lengths staff go to, to help them succeed and stay safe.

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What is it like to attend this school?

The school is calm and orderly. Pupils focus during lessons. They work hard and pay attention to their teachers. They demonstrate good manners. The school rewards pupils’ achievements and efforts regularly, for example through the weekly ‘PROUD’ celebration. There are often rounds of applause in lessons as pupils acknowledge their peers’ hard work and effort. The school’s emphasis on rewards is motivating for pupils. It builds their confidence. As a result, pupils’ attitudes to school are positive.

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What is it like to attend this school?

There is a clear commitment to pupils’ personal development. Increasing numbers of pupils are taking part in the school’s ‘iAspire’ programme. This encourages pupils to develop their wider skills, for example by supporting projects in their local community. There are clubs for pupils to develop their interests and talents, such as in performing arts, gaming and sport.

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What is it like to attend this school?

The school supports pupils to achieve well, including in public examinations at the end of key stage 4. 8 and 9 April 2025

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

Pupils study a wide range of subjects. Teachers have secure subject knowledge. They explain things clearly and design activities that help pupils to learn securely. The school supports pupils to remember the curriculum. For instance, teachers use ‘bell tasks’ to help pupils recall important knowledge.

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

Teachers give pupils regular opportunities to apply their learning during ‘independent practice’. There is some variation in the ways the school supports pupils with written accuracy and precision, for example in spelling, grammar and the presentation of technical drawings. At times, pupils’ limited vocabulary hinders the quality of their work and communication. There is some variation in how well pupils are supported with this.

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

The school accurately identifies pupils who need support with reading. Trained staff help pupils to catch up quickly. This ensures pupils become accurate and fluent readers. Dedicated reading lessons at key stage 3 promote ‘reading for leisure and pleasure’.

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

There are clear processes in place to identify pupils’ special educational needs and/or disabilities (SEND) accurately. Many pupils’ needs are met through appropriate adaptations made in class. The school provides effective, targeted support for some pupils with SEND. As a result, pupils with SEND achieve well.

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

The school has worked effectively in order to improve behaviour. There are high expectations and staff apply the school’s behaviour system consistently. This ensures that lessons are calm and conducive to learning. The school has developed appropriate behaviour strategies for those pupils who need it. For example, ‘the Pyramid’ provides an effective alternative pathway for some pupils who are at risk of exclusion.

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

The school uses suspensions appropriately, and these have reduced considerably. There is a relatively small number of pupils in school who have not yet adjusted to the school’s raised expectations. Occasionally, this results in some unacceptable behaviour. The school recognises the need to continue to develop support strategies to help some pupils with their behaviour.

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

Leaders have developed a rigorous approach to monitoring pupils’ attendance. The school puts in place effective strategies to support the pupils and families who need it. As a result, rates of attendance have improved significantly.

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

There is an effective programme for personal development. The school supports pupils successfully with their mental health and well-being. In ‘Life’ lessons, pupils learn age- appropriate information about important areas such as healthy relationships. The school is a tolerant and welcoming place. Pupils can take on responsibilities such as by being ‘ambassadors’. In these roles, pupils help maintain the school library and deliver assemblies on topics such as equalities. Pupils receive high-quality careers advice and guidance. A range of employers visit the school. This helps pupils to prepare well for their next steps. 8 and 9 April 2025

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Leaders are relentless and skilled in their pursuit to ensure all pupils, particularly the disadvantaged, achieve their potential. They have maintained standards in the school and worked effectively to improve important aspects, such as attendance. Most staff enjoy working at the school. They appreciate that leaders support them with their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There is some variability in how well the school supports pupils to communicate and record disciplinary knowledge. As a result, some pupils do not consistently articulate and present their learning with accuracy. The school should ensure that it supports pupils to learn securely the vocabulary and skills required to articulate and present their learning with confidence, precision and accuracy.  Some pupils do not consistently meet the school’s heightened behaviour standards. When this occurs, there are some instances of low-level disruption. The school should continue to develop its behaviour support strategies to ensure that all pupils adhere to its high expectations for behaviour.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2021. 8 and 9 April 2025

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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.

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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). 8 and 9 April 2025

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School details

Headteacher Martin Wood (Associate Executive Principal)

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School details

Dates of previous inspection 6 and 7 July 2021, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Northern Education Trust.  The school uses one unregistered alternative 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 education qualifications and apprenticeships.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 8 and 9 April 2025

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 Inspectors met with the associate executive principal and other senior leaders. The lead inspector also met with the deputy CEO, a member of the board of trustees and the chair of the local academy council.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the 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 safeguarding that puts pupils’ interests first.  Throughout the inspection, inspectors met with groups of staff. They also considered the opinions expressed through Ofsted’s online staff survey.  The inspectors took account of responses to Ofsted’s online parent and carer survey, Ofsted Parent View, and the free-text responses.

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Inspection team

Dan McKeating, lead inspector His Majesty’s Inspector

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Inspection team

Martin Featherstone Ofsted Inspector 8 and 9 April 2025

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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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