Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Joanna Lamb Executive Headteacher Churchill Community College Churchill Street Wallsend Tyne and Wear NE28 7TN

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Special measures monitoring inspection of Churchill Community College

This letter sets out the findings from the monitoring inspection that took place on 1 and 2 October 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the second monitoring inspection since the school was judged to require special measures following the graded (section 5) inspection that took place in January 2024.

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Special measures monitoring inspection of Churchill Community College

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Special measures monitoring inspection of Churchill Community College

During the inspection, Tim Johnson, His Majesty’s Inspector, and I discussed with you and other executive trust leaders, senior leaders and the interim executive board (IEB) the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. We spoke to staff and pupils, visited lessons, observed social time, reviewed a sample of pupils’ work and learning plans for pupils with special educational needs and/or disabilities (SEND). In addition, we reviewed paperwork, including the school development plan, self-evaluation form, minutes from IEB meetings and information relating to pupils’ behaviour. We have considered all this in coming to our judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as requiring special measures.

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The progress made towards the removal of special measures

Since the previous monitoring inspection in January 2025, you have focused on developing and embedding the systems and changes that have taken place since North East Learning Trust (NELT) began to support the school. You and other trust staff continue to be seconded to the school, to provide clear, strategic direction. This is helping to take the school into its next phase of improvement. You have ensured that the school is fully staffed and that, in the overwhelming majority of cases, the curriculum is taught by subject specialists. You recognise that despite the ‘green shoots’ of improvement, there is still more to do before improvements are consistent, secure and sustainable. This is reflected in your self-evaluation of the school.

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The progress made towards the removal of special measures

During this monitoring inspection, a significant proportion of the school site continued to be inaccessible as a result of persisting structural issues at the school. Pupils’ access to specialist classrooms is highly restricted for a number of practical subjects. Parents are concerned about the adverse impact on pupils’ learning. Despite the significant constraints the school faces in these matters, you have taken proactive steps to ensure pupils continue to study a broad and balanced curriculum.

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The progress made towards the removal of special measures

The school continues to embed the well-established curriculum it has adopted. The curriculum is beginning to be implemented with increased levels of consistency. For example, lessons regularly begin with ‘SMART’ tasks. These are designed to help pupils recall important parts of the curriculum that they have been taught before. Pupils value this opportunity to revisit previous learning. However, there remains inconsistencies in the effectiveness of how gaps in pupils’ knowledge and understanding are identified and addressed within lessons. This impacts how successfully pupils access new learning. In addition, pupils’ work reflects some variation in expectations for the completion of work and the opportunities that pupils are given over time to secure and deepen their learning. In the sixth form, students’ independent study skills, such as note taking are not consistently well supported. How well questioning is used to encourage sixth-form

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The progress made towards the removal of special measures

students’ extended responses and deeper thinking is variable. This limits how securely pupils learn the curriculum.

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The progress made towards the removal of special measures

The school has prioritised its work to support pupils with SEND. Following an external review of the SEND provision, the school has developed appropriate systems to identify, assess and review pupils’ needs accurately. Learning plans for pupils with SEND are now specific and clear. However, the curriculum is not adapted consistently to meet pupils’ needs. When this happens, pupils with SEND do not achieve as well as they could. The school has adopted the trust’s more established quality assurance processes, which are being used to monitor the provision in place for vulnerable pupils, such as those with SEND. These processes have helped to identify where further support and training is needed. Leaders recognise the need to continue to work with staff to further develop their approach to adapting teaching to better meet pupils’ needs. In recent months, the school has developed its work to support pupils who find reading

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The progress made towards the removal of special measures

difficult. For example, an increased number of staff and reading mentors are now trained appropriately to support pupils. Pupils are increasingly receiving the additional support that they need. The school recognises that there are still some older pupils who require additional support for reading. You also recognise that there are inconsistencies in how pupils are supported with their reading in lessons. There are plans to broaden the reading programme further to address this.

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The progress made towards the removal of special measures

Leaders continue to ensure the renewed behaviour policy is applied consistently. There are some early signs of improvement to behaviour, with fewer pupils receiving sanctions. You have placed a clear focus on rewards and celebrating pupils’ achievements. For example, through the use of house points, the ‘rewards shop’ and achievement assemblies. This is helping to improve pupils’ attitudes. They value the recognition that they now receive and find this motivating. During lessons, pupils typically follow behaviour expectations, however, conduct at social times is sometimes less orderly. You recognise that rates of permanent exclusion and suspensions remain high. You have plans to work with those pupils who need further support with their behaviour to meet the school’s heightened expectations.

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The progress made towards the removal of special measures

Although there are some signs of improvement, attendance remains a priority and focus for further improvement. Rates of absence and persistent absence remain above national averages. You use a range of strategies to identify barriers to attendance and provide support where it is needed. You have recently appointed a family liaison officer. This has helped to provide practical support to some families. You have also established close working partnerships with a range of professionals, including medical professionals, to help provide support and advice when it is needed.

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The progress made towards the removal of special measures

Since the last monitoring inspection, you have continued to embed your programme for pupils’ personal development. Pupils, including those in the sixth form, talk confidently about what they learn through the ‘World Ready’ curriculum. Pupils state that everyone is welcome and treated equally at the school. You have also introduced a wider programme of trips and visits to places of interest and significance, to support pupils’ cultural understanding. In addition, pupils now access a wide range of roles of responsibility. This allows them to play an active part in the school community. Pupils are also positive about the recent introduction of the house system. This is beginning to help to promote aspiration, pride and a sense of belonging for pupils. There is also a range of clubs on offer for pupils to develop their interests and talents. These initiatives are at an early stage, however. You recognise the need to monitor pupils’ engagement with these to be

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The progress made towards the removal of special measures

assured that the offer is meeting pupils’ needs.

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The progress made towards the removal of special measures

You continue to follow a carefully designed school improvement plan that aims to ensure that positive changes to the school’s work are sustainable and impactful. You have implemented a comprehensive programme for professional development that aligns closely to the school’s priorities and ongoing quality assurance processes. Staff benefit from the close working partnership with the trust. For example, subject leaders attend trust network meetings, staff attend trust curriculum days. Staff are positive about the professional development opportunities that they receive.

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The progress made towards the removal of special measures

Leaders are deeply committed to the school’s continued improvement. They share high expectations for pupils’ achievement and behaviour. The IEB remains a knowledgeable and skilled governing body that challenges and supports the school closely. A member of local authority remains on the IEB. Governors know their statutory duties. For example, they have commissioned periodic safeguarding reviews to be assured of a positive safeguarding culture in school, and to be able to measure the impact of leaders’ work. Most staff are proud to work at the school and feel supported by leaders. You recognise that some staff are finding this period of change unsettling. In line with the trust, you have introduced a range of ways to support staff well-being. You also recognise that there is more to do to improve relations with some parents. While some are very positive about recent improvements, others express frustration around a number of themes, including

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The progress made towards the removal of special measures

communication and limited access to specialist facilities.

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The progress made towards the removal of special measures

The arrangements for safeguarding continue to be effective. Safeguarding training is a high priority, and staff are aware of the systems to follow if they have concerns. Staff work closely together to support pupils’ well-being. Pupils are confident that they have trusted adults in school who they can report concerns to.

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The progress made towards the removal of special measures

I am copying this letter to the chair of the IEB, the Department for Education’s regional director and the director of children’s services for North Tyneside. This letter will be published on the Ofsted reports website.

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