Newbottle Primary Academy

Newbottle Primary Academy

Address: Houghton Road, Newbottle, Houghton le Spring, Tyne and Wear, DH4 4EE Unique reference number (URN): 140584

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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 Expected standard

By the end of key stage 2, pupils achieve well. This is also the case for pupils with disadvantage and those with special educational needs and/or disabilities. Pupils are well prepared for their next stage in education.

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Achievement Expected standard

By the end of key stage 1, pupils learn to read fluently and have a secure foundation in reading. The school is fine-tuning how to best support some pupils with learning how to read accurately as early as possible. Similarly, the school are strengthening how they ensure pupils secure the basic skills in writing.

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Achievement Expected standard

Pupil produce high quality work in their books. They take pride in their work. Pupils discuss some areas of their learning with confidence, detail and accuracy. Pupils develop knowledge and skills across the wider curriculum to help them to be prepared for future learning.

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Attendance and behaviour Expected standard

Pupils know it is important to attend school. They enjoy being here. The school has rigorous systems to track and manage pupils' attendance. The school promotes good attendance by clearly and regularly communicating attendance expectations with families. There are well embedded systems to meticulously track attendance patterns and trends and establish meaningful relationships with families. This helps the school to offer effective and timely support to improve pupils' attendance. The school celebrates pupils attending school well.

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Attendance and behaviour Expected standard

Pupils demonstrate positive behaviour around school and throughout the school day. Right from Nursery, children are keen to learn. All pupils have positive attitudes to their learning. They take pride in the work they produce. Pupils are well aware of the expectations for how they should behave in lessons and at playtimes. The children in nursery and Reception know and understand the routines well. For example, the youngest pupils learn and follow the 'tidy up' and 'stop and listen' cues. Bullying is not a concern for pupils. They are not worried about poor behaviour. Some pupils need additional support to manage their behaviour. For most pupils, this helps them manage their behaviour well. The school is developing its expertise to best support some pupils who require more help with their emotional regulation and behaviours.

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Curriculum and teaching Expected standard

The school has developed an ambitious and broad curriculum. The school prioritises securing strong foundations for all pupils. Staff are well aware of pupils that have gaps in their knowledge. The school provides additional teaching and support for pupils so that these gaps close quickly. For example, pupils that have not yet secured foundations in reading receive additional daily phonics teaching and support.

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Curriculum and teaching Expected standard

Teachers are knowledgeable about the subjects they teach. The school liaises with other schools across the trust to share expertise and best practice. The school is continuing to strengthen their inclusive classroom practice. Staff are well aware of the support that pupils with special educational needs and/or disabilities (SEND) require. These pupils are well supported in lessons. Staff provide support for pupils to access their classroom learning and progress through the curriculum. Pupils are given regular opportunities to revisit previous learning, talk about their learning in lessons and become confident using subject specific vocabulary.

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Curriculum and teaching Expected standard

Pupils are given regular opportunities to talk about their learning in lessons and become confident using subject specific vocabulary. This is particularly evident in mathematics, where pupils confidently describe their learning using mathematical language. The school has made meaningful links between lessons and raising pupils' career aspirations.

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Early years Expected standard

The early years curriculum is highly effective and well-designed. There is a clear, progressive learning journey that purposefully prepares children from Nursery to Reception and then beyond. Staff accurately assess children’s starting points. They quickly identify and implement tailored support, including for children with special educational needs and/or disabilities (SEND).

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Early years Expected standard

The learning environment, both indoors and outdoors, is well-resourced and designed to allow children several opportunities to apply their learning. There is a sharp focus on ensuring that children develop and secure the important skills and knowledge they need to. Staff prioritise children securing foundation skills in reading, writing and mathematics. Children make good progress across the curriculum.

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Early years Expected standard

The school has established a caring and nurturing environment. Children know and enjoy the routines and responsibilities they have in their classroom. They behave well. They work and play harmoniously together. Staff interactions are of a high quality. Staff consistently model rich language and skilfully extend children’s thinking during play. Children are happy, inquisitive and deeply engrossed in their learning.

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Early years Expected standard

The school work in close partnership with parents. The new starter meetings and transition events are well attended . Parents are well informed about their children's learning and achievements.

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Inclusion Expected standard

Leaders know the school community and pupils well. They have a clear understanding of pupils' needs and any barriers to learning. Leaders work closely with families and seek advice from external agencies to strengthen the support the school provides for pupils with special educational needs and/or disabilities (SEND). For example, staff are trained to support the medical needs of some pupils in order to fully meet their needs. Most pupils with SEND receive appropriate support to overcome any barriers to learning they may have. These pupils are included in the classroom alongside their peers. For a small number of pupils, the school are still developing the precision of some of the targets and support for pupils with SEND. At present, a small number of these, limit the tailored and specific support staff can provide pupils with. Pupils with disadvantage and other barriers to their learning are well considered. The school

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Inclusion Expected standard

trains staff to better understand how to support these pupils. Staff recognise that some pupils may need emotional or sensory help. Leaders have have created bespoke spaces in school for pupils to access this.

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Inclusion Expected standard

The school monitors the progress of pupils who have barriers to their learning. These systems are well understood by staff and are an important part of leadership and governance conversations. However, for some aspects of the school's inclusion work, more rigour is needed to fully understand the impact of the school's work in closing gaps in some pupils' knowledge.

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Leadership and governance Expected standard

All leaders, including those responsible for governance, have a clear understanding of the school's context, challenges and the impact of the funding they receive. Leaders understand the school’s strengths and have identified and prioritised actions for improvement in the best interests of pupils. There are clear systems to ensure that those responsible for governance have an accurate picture of the school and hold leaders to account. All levels of leadership work well together to strengthen the education offer for pupils.

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Leadership and governance Expected standard

Staff feel valued and appreciated at Newbottle Primary Academy. They have regular opportunities to share their views on the direction of the school. Staff wellbeing and workload is well considered. Staff feel well supported and work life balance is well managed. This is well considered at all levels of leadership. Staff benefit from the well considered cycle of professional development. There is a culture of sharing of best practice and peer support across the trust. This contributes positively to the school's improvement journey.

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Leadership and governance Expected standard

Parents value the welcoming and supportive culture and approach from staff. The school provides timely pastoral support and practical help for families. Staff provide a non- judgemental listening ear for parents and support them in meetings with external agencies when requested.

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Personal development and wellbeing Expected standard

There is a clear personal development programme and the school have recently redesigned this thoughtfully to meet the context of their school.

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Personal development and wellbeing Expected standard

Pupils are excited by the range of wider enrichment opportunities they have. They are keen to share memories of the residentials they had attended in previous years. These clearly provided them with experiences to benefit their future learning and memories for a lifetime. Pupils are keen to share the opportunities they have such as taking part in local festivals, school plays, international skiing trips or camping at Beamish with other trust schools.

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Personal development and wellbeing Expected standard

The school provides a range of leadership opportunities for pupils to apply for, such as eco councillors, school council and wellbeing champions. Pupils that hold these roles are really proud to do so. They value contributing to the life of the school. Pupils know they belong here and benefit from the school's pastoral offer. They say they are confident to share their thoughts worries and concerns with staff in school. Pupils refer to assemblies about British Values. Most pupils were able to share detail about British values, how they relate to the school rules and how the pupil leadership roles are allocated. They refer to their school rights charter. They know it is important to treat others fairly and discuss this in assemblies. Pupils were able to share other aspects of their learning from personal, social and health education (PSHE) lessons, for example the importance of sleep, looking after the environment and spotting fake news. Recently, the

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Personal development and wellbeing Expected standard

school has focussed on careers education. Pupils have visited local universities and heard from community employers, helping to broaden their understanding of future pathways.

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Personal development and wellbeing Expected standard

The school is working to widen the engagement with the extra-curricular clubs offer by changing how these are timetabled. As part of the recent changes to the personal development programme, the school are considering how to ensure that all pupils can benefit from the school's offer.

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

Pupils at Newbottle Primary Academy enjoy coming to school. They feel safe and that they belong. The relationships between staff and pupils are caring and respectful. Children in the early years are happy, settled and confident.

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

Pupils achieve well and are well prepared for their next stage in education. Pupils learn from a curriculum that is well considered and ambitious. Pupils are attentive and engaged in lessons. Pupils with special educational needs and/or disabilities and other barriers to their learning are included well in day-to-day school life and learn alongside their peers. Staff understand their needs well and pupils benefit from the support they receive.

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

Pupils behave well and treat each other with respect. Bullying is not a concern for pupils. They feel confident that staff will act if they raised a worry. Many pupils describe the various ways they can do this, for example, through worry boxes in their classrooms, by speaking to a trusted adult, or through discussions in the 'rainbow room'.

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

Pupils attend school regularly. The school prioritise attendance right from Nursery. Staff promote good attendance well. This is underpinned by a detailed understanding of each family's circumstances. The school provides timely and sustained support if pupils' attendance begins to fall.

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

Pupils benefit from the leadership opportunities available to them, such as roles on the school council, eco council or as wellbeing champions. They take pride in these roles. Pupils have a range of extra curricular activities available to them. They speak enthusiastically about residentials and enrichment activities that have provided lasting memories. Pupils benefit from participating in events linked to the local area or local business. These help them learn about how they can contribute widely to society.

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Lead inspector:

Georgina Chinaka, His Majesty's Inspector

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Team inspectors:

Nikkie Godbold, Ofsted Inspector Ian Mottram, Ofsted Inspector Kim Bradshaw, His Majesty's Inspector

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Next steps

Leaders should continue to strengthen their work to monitor the systems in place to reduce barriers to learning, ensuring this is done with increasing rigour so that support strategies are skilfully introduced or adjusted. Leaders should continue to strengthen and embed their approach to addressing gaps in pupils' foundational reading and writing skills, ensuring these gaps are quickly narrowed and reflected in sustained, above-average outcomes. Leaders should continue to strengthen the school's personal development programme, ensuring it is tailored to the specific needs of the school's context and consistently increases all pupils participating and benefitting from that offer.

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About this inspection

This school is part of Aim High Academy 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), Graham Stephenson, and overseen by a board of trustees, chaired by Neil McKnight.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. 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 school's senior leadership team, the CEO representatives of the board of trustees and governing body during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: There have been no relevant changes since the previous inspection.

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About this inspection

The school uses one registered alternative education provider.

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About this inspection

Headteacher: Mrs Claire Shield 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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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

2024/25 (final) 68% 62% Close to average

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average

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

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average

2022/23 (final) 67% 60% 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

2024/25 (final) 80% 75% Close to average

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average

2023/24 (final) 80% 74% Close to average

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average

2022/23 (final) 74% 73% 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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average

2024/25 (final) 73% 72% Close to average

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 74% 71% Close to average

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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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average

2024/25 (final) 81% 74% Close to average

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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

2023/24 (final) 41% 46% 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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national average

2023/24 (final) 65% 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

2024/25 (final) 69% 59% Close to average

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average

2023/24 (final) 47% 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) 71% 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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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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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

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