Marden Bridge Middle School

Inspection of a school judged good for overall effectiveness before September 2024: Marden Bridge Middle School Lovaine Avenue, Whitley Bay, Tyne and Wear NE25 8RW

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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What is it like to attend this school?

Marden Bridge Middle School is offering pupils an exceptional education. Leaders have created a school where pupils are cared for and nurtured to achieve the very best in their learning. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), achieve well. The personal development programme is exemplary and allows pupils to thrive in a happy environment. Pupils feel safe and know who to talk to if they are upset or worried.

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What is it like to attend this school?

The school has a culture of high expectations of pupils’ behaviour. Pupils interact positively with one another. They are polite and respectful. Pupils hold doors open for visitors and play well together in social times. Staff and pupils are proud of their school. They have a huge range of extra-curricular activities to choose from. Pupils benefit from the extensive careers programme and enjoy visits to universities and apprenticeship providers.

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What is it like to attend this school?

The curriculum has been designed to allow pupils to flourish. Pupils understand what it means to be a global citizen. In ‘Life Lessons’, they learn how to keep safe online and how to have appropriate relationships. Pupils are encouraged to live healthy lifestyles and are rewarded on ‘Fresh Fridays’ for eating healthily. Pupils say that they love learning.

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

The school has created an extensive curriculum offer, which is broad, balanced and rich. It continuously adapts the curriculum so that it meets the needs of pupils. Staff are clear about the knowledge and skills that they want pupils to learn. Pupils remember their learning. There are many opportunities for pupils to revisit learning from previous lessons. 3 and 4 July 2025

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In English, pupils study a variety of complex texts. Opportunities for pupils to practise extended writing are extensive and this is having a very positive impact on their achievement in national tests. The curriculum is very carefully planned so that pupils understand the important knowledge that they need to succeed. A focus on oracy means that pupils are skilled at expressing their views and debating. The school is consistently refining its curriculum offer so that pupils can focus on important knowledge. As a result, pupils are confident and successful.

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When pupils enter the school in Year 5, their knowledge is checked in all subjects. Teachers skilfully check what pupils need to learn. Staff know pupils very well and the curriculum is adapted effectively to meet their needs. Staff plan together so that any gaps in knowledge are addressed quickly. The tracking systems that leaders have created allow no child to be left behind.

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Pupils are attentive and enthusiastic in lessons. Work in books is of the highest quality and pupils take pride in their presentation. At the end of Year 6, pupils are ready for key stage 3. Leaders ensure that pupils who leave Year 8 are also ready for high school. Pupils who are disadvantaged and those with SEND have the support that they need to achieve well. Teachers identify the needs of these pupils effectively through the use of ‘pupil passports’.

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The school has made reading a priority. Pupils’ reading knowledge is checked frequently. Pupils have made significant progress in their ability to read. Pupils become fluent readers. They communicate well with adults and with one another. Teachers regularly introduce pupils to new and ambitious vocabulary. There is an extensive programme of support for pupils who struggle to read, including for those who are disadvantaged and those with SEND.

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The school has made attendance a priority. The work that they do is exemplary and worthy of sharing. Work with parents and carers focuses on the importance of strong attendance. Staff have built outstanding relationships with families in the community. Parents appreciate the high-quality communication they receive from leaders. Marden Bridge Middle School is a very happy school. Parents agree.

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Pupils are well prepared for life in modern Britain. They are taught about the world through an extensive programme of assemblies and form time activities. Pupils are encouraged to talk about important news topics in form time sessions. A number of pupils are offered emotional support by trained staff in ‘The Shed’, a high-quality nurture provision on site. Pupils learn about fundamental British values and understand the importance of protected characteristics.

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Leaders, and those responsible for governance, take staff workload into account and prioritise well-being. Staff say that they never feel alone here. Staff love their school. Governors carry out their statutory responsibilities effectively. 3 and 4 July 2025

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Safeguarding

The arrangements for safeguarding are effective.

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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 March 2020.

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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 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, 3 and 4 July 2025

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looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 3 and 4 July 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 3 and 4 March 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is a member of the North Tyneside Learning Trust.  The school uses two alternative provisions for a small number of pupils.

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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. 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, inspectors met with the headteacher and other senior leaders. Inspectors met with leaders with responsibility for pupils with SEND, safeguarding, behaviour, attendance and pupils’ wider development.  Inspectors met with teachers and members of support staff. 3 and 4 July 2025

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 The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of work.  The lead inspector met with representatives from the governing body.  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 safeguarding that puts pupils’ interests first.  Inspectors considered the respective responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Marc Doyle, lead inspector Ofsted Inspector

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Inspection team

John Downs Ofsted Inspector 3 and 4 July 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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