Corbridge Middle School

Corbridge Middle School

Address: Cow Lane, Corbridge, Northumberland, NE45 5HX Unique reference number (URN): 122326

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve highly, including pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). Pupils develop secure foundational knowledge in reading, writing and mathematics. This is reflected in their outcomes at key stage 2. Pupils consistently achieve above national averages in national tests.

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Achievement Strong standard

Pupils in key stage 3 build on their success from key stage 2 and develop detailed knowledge and skills across the curriculum. Pupils, including those who are disadvantaged and those with SEND, produce work of a consistently high standard. They take great pride in their work. Leaders and staff provide the support that pupils need to become confident communicators and independent learners. They read widely and often. Pupils are motivated to learn more and have high ambitions for their future. They are very well prepared for their next steps.

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Attendance and behaviour Strong standard

Attendance is consistently above national averages. Pupils enjoy coming to school. The vast majority of pupils attend every day. Leaders promote the importance of attendance and work closely with families and multi-agency partners to support all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), to attend school regularly. Leaders provide timely, highly effective adaptations and reasonable adjustments for the minority of pupils who find attending school more difficult. This approach has significantly reduced persistent absence. Leaders have a thorough understanding of their pupils and their individual needs and circumstances.

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Attendance and behaviour Strong standard

Leaders have established a calm, orderly and highly productive learning environment. Pupils behave consistently well. They are kind, polite and respectful towards each other and staff. Pupils learn to manage their own emotions and to resolve minor disagreements independently. Pupils who need extra help to develop these skills receive it and develop their resilience over time. They learn how to express themselves with maturity. Bullying is rare and responded to effectively by staff. Leaders have high expectations. They have established a clear behaviour policy that is consistently applied by staff. Staff care for pupils and have established positive relationships. Pupils show determination and commitment to their education.

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Personal development and wellbeing Strong standard

Pupils access a well-sequenced personal development programme. They develop detailed and secure knowledge over time that supports them to stay safe, care for themselves and others and prepare for adulthood. Pupils develop a deep understanding of healthy relationships at an age-appropriate level. Leaders regularly check pupils' understanding through surveys and use these to inform future content.

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Personal development and wellbeing Strong standard

Leaders have an astute understanding of their pupils and intervene quickly, when needed, to provide highly effective pastoral support to reduce any barriers to wellbeing.

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Expected standard

Pupils are confident, resilient and independent. They demonstrate clear beliefs, morals and values that have developed over time. Pupils show respect for the differences of others and embrace the fundamental British values. They show appreciation for other cultures and exchange letters with children in Africa.

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Expected standard

Pupils highly value the extensive enrichment programme, which nurtures their talents in sports, creative arts and music. Leaders ensure that these opportunities enrich the lives of all pupils, including tailoring the offer for disadvantaged pupils and those with special educational needs and/or disabilities. Many pupils are school leaders as prefects, library monitors, buddies or through the school council. Older pupils become role models for younger pupils. They have opportunities to become involved in youth parliament and participate in mock trials.

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Expected standard

Pupils explore local and national heritage through educational visits to places such as nationally important country houses and participation in a Shakespeare festival. Pupils perform in local theatres and care homes. They are active members of their community. Pupils raise money for local charities and produce apple juice from the school's orchard.

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Expected standard

Careers education is woven into the curriculum. Leaders have built positive connections with local employers in industries such as farming and engineering. Pupils meet with employers through careers fairs. Pupils develop high aspirations for the future and are very well prepared for their next steps.

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Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum and teaching and have accurately identified areas to make improvements. The curriculum is well planned and sequenced to make sure that pupils learn more over time across a range of subjects. Leaders have high expectations of pupils, and the curriculum is ambitious.

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Curriculum and teaching Expected standard

Pupils are taught by subject specialists who have the knowledge they need to teach the curriculum effectively. Teachers routinely identify misconceptions in lessons and address these quickly. Most pupils remember what they have learned over time, but, in the minority of lessons, this isn’t regularly checked.

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Curriculum and teaching Expected standard

Teachers understand the needs of their pupils and make effective reasonable adjustments and adaptations, particularly for pupils with special educational needs and/or disabilities (SEND). Leaders have recently introduced further strategies to support pupils who are disadvantaged. Some of these strategies require further work to embed them and ensure that these pupils access consistently high-quality teaching.

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Curriculum and teaching Expected standard

The small number of pupils who need additional support to secure their foundational knowledge in reading, writing and mathematics receive the help they need and catch up quickly with their peers. Pupils, including those who are disadvantaged and those with SEND, develop a rich understanding of language and vocabulary across the curriculum and can apply this in spoken and written form.

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Inclusion Expected standard

Leaders know their pupils very well. They identify and assess the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately so that they get the support they need. Leaders make sure that pupils are well supported to reduce any barriers to learning and wellbeing.

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Inclusion Expected standard

When pupils need some additional help, they receive tailored additional interventions. The progress of pupils accessing these is carefully monitored, and leaders make adjustments when needed. This enables pupils, particularly those with SEND, to thrive in school. ‘The Bridge’ offers a nurturing environment that provides further support to a small number of pupils.

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Inclusion Expected standard

Leaders use advice from professionals and external agencies to shape pupils' support plans. Staff are highly trained and have all of the information they need to best support pupils with SEND in class. They know how to make skilful adaptations and apply these effectively.

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Inclusion Expected standard

Leaders work alongside the local authority to support pupils who are known or previously known to social care effectively, and these pupils are well cared for in school. Leaders have implemented a clear pupil premium strategy to support pupils who are disadvantaged. Some of the strategies identified by leaders require further work to secure consistent implementation and fully support these pupils.

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Inclusion Expected standard

Alternative provision is used rarely and in the best interests of pupils.

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Leadership and governance Expected standard

There have been some significant changes to leadership in recent years, including the appointments of the headteacher and special educational needs coordinator. Leaders have established a secure understanding of their school and their pupils. They have correctly identified the school's strengths and areas for improvement and have taken appropriate action to address these. Current priorities reflect the needs of the school very well.

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Leadership and governance Expected standard

Leaders have high expectations of all pupils and what they can achieve. Leaders make decisions in pupils' best interests, particularly for those who are disadvantaged, those with special educational needs and/or disabilities, those known, or previously known, to children’s social care and/or those who face other barriers to learning and/or wellbeing.

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Leadership and governance Expected standard

Governors know the school and leaders well. They understand the local context of the school. Governors meet their statutory duties. They use the skills of the governing body to effectively support and challenge leaders.

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Leadership and governance Expected standard

Leaders value their staff and are considerate of their workload and wellbeing. They have implemented an evidence-informed professional learning programme that generally aligns with their priorities and builds on teachers’ expertise, including for those at the early stages of their career. However, this programme does not precisely target learning in areas such as support for disadvantaged pupils.

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Leadership and governance Expected standard

Leaders are actively involved in a local school partnership. They liaise with feeder first schools and the local high school to support with transition for pupils. Leaders have positive relationships with parents and carers, who generally value the opportunities and experiences that their child receives.

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What it's like to be a pupil at this school

Pupils are safe, happy and well cared for at Corbridge Middle School. They demonstrate kindness, tolerance and respect towards adults and their peers. Pupils behave consistently well across the school. Bullying is rare. It is dealt with quickly and effectively. Staff care for their pupils and have established positive relationships with them. Pupils value their school and attend regularly.

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What it's like to be a pupil at this school

Pupils enjoy learning and are highly motivated to achieve well. The curriculum is well- sequenced so that pupils generally build on their knowledge over time. Pupils benefit from high-quality teaching by subject specialists. However, in a minority of lessons, teachers do not consistently check that pupils remember what they have learned. Teachers make skilful adaptations to meet the needs of pupils with special educational needs and/or disabilities (SEND). Leaders are embedding their strategy to further support disadvantaged pupils in lessons. All pupils make high levels of progress from their starting points and achieve above the national averages in outcomes of national tests.

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What it's like to be a pupil at this school

All pupils, including those who are disadvantaged and/or with SEND, are fully included in the school community. They access a broad range of opportunities to enhance their experience, including educational visits. Pupils are encouraged to participate in clubs such as chess, baking or forest school. They participate in competitive sports, choir and orchestra groups. Pupils contribute to the wider community, taking part in charitable work and performing in the local shopping centre and church. Many pupils become leaders and are role models for younger pupils. They develop skills that prepare them well for life in modern Britain.

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What it's like to be a pupil at this school

Pupils benefit from an effective careers programme that is woven through the curriculum and enables pupils to engage with employers from a range of industries. They are highly supported to build their aspirations for life beyond school.

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Next steps

Leaders should continue to embed their strategy, including through staff training, to ensure that all disadvantaged pupils are supported by high-quality teaching. Leaders should ensure that all teachers accurately determine what pupils have remembered over time, in order to make highly effective choices about what to teach and when.

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Team inspectors:

Bernard Clark, Ofsted Inspector Philip Wheatley, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

The chair of the board of governors in this school is Thomas Weston.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, staff and pupils during the inspection. The lead inspector also spoke with those responsible for governance and representatives from the local authority.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 4 alternative provisions, including 4 that are unregistered.

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About this inspection

The school has undergone a significant change since the last inspection with the appointment of a new headteacher, who started in September 2024.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 68% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 81% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 55% 47% Close to average

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average

2023/24 (final) 45% 46% Close to average

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average

2022/23 (final) 50% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 64% 63% Close to average

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national average

2023/24 (final) 73% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 64% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 55% 59% Close to average

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average

2022/23 (final) 60% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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