Summary
Stephanie Innes-Taylor (lead), David Mills, Gemma Dixon
What we read, and from where
Click a reading to see it highlighted in the report.
- Inspectors verified
David Mills, Gemma Dixon, Stephanie Innes-Taylor
- Postcode verified
S60 3LX
- Name on report verified
Newman School
- URN verified
151166
Deep dive
What this report says
In plain English
Join free to get a short, plain-English summary of any report.
Tone of the report
How positive or critical the inspectors' language is, from the words they chose. No AI involved.
In line with other reports of this type.
How the report reads, start to finish
Every paragraph in order, sized by length. Tap one to see it on the page.
Strengths
Quoted from the report. Tap to see it on the page.
Concerns
Quoted from the report. Tap to see it on the page.
Next steps
Quoted from the report. Tap to see it on the page.
What the report dwells on
Topics by how often they come up, coloured by how they are described. Open one for an example.
Anatomy of the report
How the report is built, against others of the same type and grade.
- Pages
- 4
- Words of findings
- 545
- shorter than usual (typical 1049)
- Reading level
- Hard
- Flesch 46, typical 45
- Average sentence
- 17 words
- Next steps
- 1
- typical 5
- Hedged sentences
- 3%
- “some”, “not always”, “most”…
Where the words go
Full report text
Newman School East Bawtry Road, Rotherham, South Yorkshire S60 3LX
p.1
inspection report:
During the focused monitoring inspection, inspectors considered the following evaluation areas. This was due to concerns raised to Ofsted about the school related to:
p.1
inspection report:
Leadership and governance Safeguarding
p.1
Leadership and governance
Recent changes in leadership of the school and within the trust have ensured that leaders understand the concerns raised about the school and the areas to improve. Leaders have identified the actions to take and put in place targeted measures to strengthen the school’s provision and keep pupils safe. They are taking appropriate steps to deal with the concerns effectively. Where some of their actions are in the early stages of implementation, leaders continued to review, refine and embed them in pupils’ best interests.
p.1
Leadership and governance
Leaders have reflected and learned from the weaknesses identified in previous procedures to support pupils’ wellbeing and safety. For example, arrangements to provide for pupils’ medical and personal care have been reviewed and improved. Staff have received relevant training and the school’s systems to check the processes and procedures to care for pupils are more rigorous. Skilled personal care assistants are deployed to ensure pupils’ intimate care needs are met well and in a timely way. Staff have an improved and in-depth understanding of the importance of following established procedures, when caring for pupils’ needs.
p.1
Leadership and governance
Leaders and those responsible for governance ensure the school has a secure safeguarding culture. They have improved their strategic oversight and taken the action needed to strengthen current and future practice. Leaders check more precisely if concerns need escalating to the local authority and understand the need to make sure these are completed promptly. They work proactively with the local authority and external professionals to meet pupils’ needs and keep them safe. Monitoring Inspection report: Newman School, 17 March 2026 2 All pupils benefit from individual care and support designed to the requirements of their education, health and care plans. The school is a calm environment, where pupils establish positive and warm relationships with staff. Where pupils need more support for their wellbeing and individual needs, leaders ensure staff have the necessary skills and know how best to help pupils to feel safe and secure. They make reasonable adjustments when
p.1
Leadership and governance
necessary. Pupils have access to a range of resources that support their sensory and physical needs and help them to access learning.
p.2
Leadership and governance
Leaders check pupils’ attendance carefully. They promote the importance of regular attendance and ensure that pupils are safe and well when absent. Leaders have improved the process to follow up absences more precisely. This helps to ensure that tracking identifies accurate reasons for absence so that leaders can follow appropriate next steps. However, leaders recognise that currently, tracking of attendance is in various forms, which makes their strategic oversight of overall attendance less precise than it could be.
p.2
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their 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, children are made safer and feel safe.
p.2
Additional next steps
Leaders and those responsible for governance should/must, in addition to the next steps raised at the school’s last full inspection:
p.2
Additional next steps
Strengthen their strategic oversight of systems to monitor pupils’ attendance.
p.2
About this inspection
This inspection was conducted under section 8(2) of the Education Act 2005 and in accordance with Ofsted’s published procedures for focused monitoring inspections. The inspection was carried out because concerns had been raised with Ofsted.
p.2
About this inspection
The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas, but to look into the concerns that caused Ofsted to decide to inspect the school.
p.2
About this inspection
The headteacher is Claire King. She was appointed in November 2025.
p.2
About this inspection
The chief executive officer of the T.E.A.M Education trust is Matt Morris. Monitoring Inspection report: Newman School, 17 March 2026 3
p.2
Lead inspector
Stephanie Innes-Taylor His Majesty’s Inspector
p.3
About this school
Type of specialist provision Physical disabilities, physical and psychological medical conditions, autistic spectrum disorders, social, emotional and mental health, moderate and severe learning difficulties and profound and multiple learning difficulties. Monitoring Inspection report: Newman School, 17 March 2026 4 and inspects to 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.
p.3
About this school
If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .
p.4
About this school
You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .
p.4
About this school
Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .
p.4
About this school
T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: http://www.gov.uk/ofsted
p.4
Discuss this inspection
Members compare notes on inspectors and inspections here. Join free to read and post.
Join the discussion