Newton Village Academy

Inspection of a school judged good for overall effectiveness before September 2024: Newton Village Academy Newton Road, Newton-in-Furness, Barrow-in-Furness, Cumbria LA13 0LT

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Outcome

Newton Village Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher is Lisa Fell. This school is part of the Furness 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), Simon Leheney, and overseen by a board of trustees, chaired by Jackie Arnold.

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What is it like to attend this school?

Pupils flourish in this caring and supportive school environment. They recognise and appreciate all that the staff do to make the school a place where they can smile and be happy. Children in the early years and those new to other year groups receive a warm, friendly welcome. This helps them settle in quickly and feel confident.

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What is it like to attend this school?

The school has very high aspirations for pupils’ achievement. Pupils, including those with special educational needs and/or disabilities (SEND), are motivated to rise to these expectations and consistently put in their best effort. As a result, pupils achieve well and leave well prepared for the next stage of their education.

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What is it like to attend this school?

Pupils are courteous, well-mannered and serve as proud representatives of their school. Attendance is high. Pupils take great pride in their work. Classrooms are vibrant with focused and enthusiastic learning.

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What is it like to attend this school?

Pupils’ engagement in school life is wholehearted. A wide range of clubs and activities, such as cooking, crafting and rounders, are available. Opportunities like getting to know local community residents are met with enthusiasm. Pupils eagerly take on leadership roles, including mentoring and caring for younger children. These opportunities develop pupils’ independence, foster new talents and help to prepare pupils for life beyond school. 10 June 2025

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

From the early years through to Year 6, the school has developed a broad and enriching curriculum. Careful thought has gone into identifying the essential knowledge pupils need to acquire. The curriculum ensures staff know what to teach and when to teach it. It supports pupils to acquire key knowledge and build on it gradually and securely.

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

Overall, the curriculum is taught effectively. Teachers demonstrate strong subject knowledge and explain concepts clearly. Regular checks on pupils’ learning mean that gaps in knowledge, misconceptions or errors are swiftly remedied. Pupils recall their learning well.

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

The school identifies pupils who may require additional help effectively. Some pupils with SEND benefit from adaptations, such as sensory breaks and equipment, to help them engage with classroom routines. However, at times, the targets that are set for pupils with SEND are not defined clearly enough. This means that learning activities are not adapted consistently well to meet the needs of these pupils. Therefore, some pupils with SEND do not achieve as well as they could.

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

Reading is a central focus across the school. Staff are well-trained in teaching the phonics programme. They teach the requirements of the school’s chosen phonics programme with fidelity. Children in the early years enjoy engaging with stories and rhymes, fostering an early love of reading. Staff often listen to pupils read. Books that pupils read are well matched to their phonics knowledge. Targeted support helps those pupils who need extra help, enabling most pupils to become fluent and confident readers in readiness for key stage 2.

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

Children in the early years get off to a flying start. Learning is fun, calm and rich in the Nursery and Reception Years. Children enjoy purposeful activities which foster and develop their communication and social interactions considerably. In the early years, children learn impressive skills in early writing. However, the school has not given the same level of attention to writing, especially handwriting, in older year groups. While many pupils become capable writers, some develop persistent issues with letter formation and spelling that are not addressed. This affects the quality of these pupils’ written work.

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

Relationships between staff and pupils are warm and respectful. They support each other in their learning and treat those around them with kindness and respect. The school has high expectations of attendance. It ensures that parents and carers understand the negative impact that absence from school has on their children’s learning. The school is diligent in identifying and addressing barriers to attendance. As a result, the attendance of pupils is an improving picture.

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

Pupils’ personal development is at the heart of the school’s work. Pupils are given meaningful opportunities to contribute to the wider community, such as fundraising for causes they care about. Pupils also gain valuable knowledge about healthy relationships, mental well-being, and online safety. Through the many visits and discussions in school, 10 June 2025

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pupils develop a strong understanding of diversity, leaving them well equipped for life beyond primary school.

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Staff feel valued and take pride in being part of a school that prioritises its pupils. They also welcome the efforts made by school leaders to support their well-being, which enables them to carry out their roles effectively. Leaders and those responsible for governance are dedicated to continuing to improve the school in all areas. Decision- making is well informed and in the best interests of pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some of the targets designed for pupils with SEND do not define clearly what pupils need to achieve. As a result, there are times when it is difficult for staff to adapt their teaching to meet the needs of pupils with SEND. The school should ensure that staff have the knowledge to set appropriate targets for these pupils and that it provides teachers with the information they need to adapt their teaching to help pupils with SEND achieve all that they can.  The teaching of fundamental writing skills is not effectively built upon as pupils move through the school. Some older pupils’ written work is hampered by weaknesses in their spelling, handwriting and grammatical knowledge. The school should ensure that teachers are supported to address gaps in pupils’ foundational knowledge in writing, so that these do not persist and hinder pupils’ progress through the curriculum.

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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, 10 June 2025

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behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the second ungraded inspection since we judged the predecessor school, Newton Primary School, to be good for overall effectiveness in June 2014.

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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). 10 June 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Newton Village Academy, a voluntary academy, converted to become an academy in September 2022. When its predecessor school, Newton Primary School, was last inspected by Ofsted, it was judged to be good for overall effectiveness.  The school runs a before- and after-school club for pupils.  This school does not use alternative provision.

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Information about this inspection

 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. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 10 June 2025

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 The lead inspector observed some pupils from Years 1 to 3 read to a familiar adult.  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.  The inspectors spoke with members of the local governing body. They also spoke with the CEO of the trust and a representative of the local authority.  The inspectors spoke with staff about their workload and well-being. They also took account of the responses to Ofsted’s online survey for staff.  The inspectors met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  The inspectors looked at a range of policies and documentation relating to pupils’ welfare and education. They observed pupils’ behaviour during lessons and around

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school.  The inspectors took account of the responses to the online parent survey, Ofsted Parent View, including the free-text comments.  The inspectors spoke with groups of pupils about their experiences at school. They took account of the responses to Ofsted’s online survey for pupils.

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Inspection team

Helen Friend, lead inspector His Majesty's Inspector

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Inspection team

Cleo Cunningham Ofsted Inspector 10 June 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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