Morpeth Road Academy

Morpeth Road Academy

Address: Bates Avenue, Blyth, Northumberland, NE24 5TQ Unique reference number (URN): 139756

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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

Over the previous three years, pupils' outcomes have rapidly improved. A number of pupils start at school with skills below what is typical for their age, particularly in language and communication. As a result of the improvements in the curriculum and teaching, the majority of pupils leave school ready for secondary school. Pupils who are disadvantaged achieve particularly well compared to the national average. Outcomes in phonics in Year 1 and reading at the end of key stage 2 are now above the national average. Leaders are doing all they can to sustain and further improve these results.

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Achievement Strong standard

Across the curriculum, pupils also achieve well. They develop the knowledge and skills appropriate to their stage of education. Pupils regularly recall prior knowledge. Pupils' progress is regularly monitored. Staff respond to emerging gaps so that no one falls behind. Emerging gaps are identified, and timely targeted support is put in place to address these. As a result, pupils make sustained progress through the curriculum.

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Curriculum and teaching Strong standard

Leaders have created and embedded a highly effective curriculum. It is carefully sequenced so that pupils' knowledge and skills build over time. Staff regularly review pupils' prior knowledge to help them make connections and remember more. Staff carefully break down new knowledge into clear steps. Pupils benefit from regular opportunities to practice new skills. They are supported to apply these skills to a problem or task. Staff robustly check pupils' understanding in lessons and over time. This ensures that misconceptions are identified quickly and addressed. Staff make adaptations so all pupils, including those with special educational needs and/or disabilities, can fully access the learning.

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Curriculum and teaching Strong standard

Starting in the early years, staff expertly extend pupils' vocabulary through deliberate and precise modelling. For example, they repeat key vocabulary in sentences that children can repeat back. In reading, writing and mathematics, leaders ensure that pupils secure basic knowledge. Teachers prioritise phonics teaching and deliver it consistently well. Pupils' oral communication skills are taught purposefully across the curriculum. Consequently, they are becoming more confident and can explain their ideas and learning well. The mathematics curriculum has been further strengthened in recent times, so pupils are now securing number facts and arithmetic skills more quickly.

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Curriculum and teaching Strong standard

Leaders have taken action to improve pupils' handwriting, spelling and grammar. Pupils are increasingly writing more accurately. Most pupils correctly use capital letters. Their spelling and accurate formation of letters and numbers are rapidly improving.

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Early years Strong standard

The early years area of school is an inspiring place to be. Leaders have invested in creating a highly effective early years provision. Leaders have set ambitious plans to develop children's knowledge and skills throughout the Nursery and Reception years. Meeting children's welfare needs are considered to be a priority. The 2-year-olds receive effective support, allowing them to settle in quickly. This helps them develop independence and confidence at a rapid pace. Children's communication and language skills are developed through high-quality, purposeful interactions with skilled adults.

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Early years Strong standard

Leaders immerse children in a variety of stories that inspire their learning. These stories help them develop a deeper understanding of each other and the world around them. Children get along well and enjoy activities that challenge them and help to develop their character. For example, during the inspection children demonstrated resilience and patience as they worked to fill a bucket with water using a lever system.

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Early years Strong standard

Staff are highly skilled at teaching early reading, writing and number. The school's phonics scheme is delivered with precision. Children's writing skills are developed through an imaginative programme. This gradually supports them in becoming competent, accurate early writers. Children are given purposeful support when they face barriers to learning. This helps them to make progress from their various starting points. Most children are more than ready for transition into Year 1.

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Inclusion Strong standard

Leaders have created a highly inclusive school. They are ambitious for pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known or previously known to children's social care. The school uses the additional funding it receives for these pupils appropriately. Staff are vigilant in identifying specific needs that may create barriers to learning or thriving. Leaders seek expert advice when needed. This helps them identify appropriate support for pupils with SEND. It ensures that pupils make steady progress in their learning. Regular reviews of individual support plans helps to keep them effective and purposeful. Most parents and carers believe that the support their children receive is positive.

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Inclusion Strong standard

Leaders make sure that staff know how to adapt lessons. The majority of pupils with SEND are supported to learn alongside their peers. Some pupils get extra support, where appropriate, to help with their social and emotional needs. Over time, this allows them to develop the skills they need to manage their emotions. This is further enhanced by the creation of a range of sensory and physical spaces that help pupils to maintain a sense of calmness. Pastoral leaders provide a comprehensive range of support for pupils and their families. This helps improve attendance and ensures that support is readily available should it be required.

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Leadership and governance Strong standard

Leaders, trustees and governors work constructively to continually drive improvements in a careful and planned way. They demonstrate a strong commitment and passion for improving this remarkable school. Leaders have built a culture of high expectations and professionalism. Because of this, the school is an exciting place to be.

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Leadership and governance Strong standard

Leaders, including those responsible for governance, understand the school's context, its strengths and the areas that need development. Leaders at all levels make a positive contribution to improving the school. They share a 'can do' attitude and are highly ambitious for each pupil, no matter their starting points. This has recently led to rapid improvements in the results achieved by pupils at the end of key stage 2 and in the phonics screening check.

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Leadership and governance Strong standard

Trustees work well alongside local governors. They carefully monitor the additional funding the school receives for those who are disadvantaged and those known or previously known to children's social care. The academic outcomes for these pupils have improved. They are now above the national averages.

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Leadership and governance Strong standard

Leaders are mindful of staff workload and wellbeing. Staff are overwhelmingly positive about their leaders and the school. Staff development is evidence informed and highly effective. This has led to consistent approaches to teaching and learning across the school.

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Leadership and governance Strong standard

Leaders have strengthened communication with parents and carers. Most parents and carers value the support provided by the school. They find that staff are approachable and that the school usually deals with any concerns.

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Personal development and wellbeing Strong standard

Leaders have planned out a comprehensive and effective personal development and wellbeing programme. They have carefully considered what pupils at Morpeth Road Academy need to know to thrive now and in the future. Pupils are well-versed in how to stay safe when using social media. From a young age, they learn about how to keep safe near busy roads and in the community. As pupils move through school, they attend workshops led by the police and Royal National Lifeboat Institution. These sessions cover the dangers of anti-social behaviour, drug use and the risks of swimming in open water.

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Personal development and wellbeing Strong standard

Pupils enjoy a range of appropriate activities within the relationships and sex education and health education programme. These activities help prepare them for life in modern Britain. They develop a secure knowledge of fundamental British values. Pupils clearly understand the importance of being tolerant and respectful to people from different cultures and religions. Pupils who have recently joined the school are supported to lead assemblies. They share information about their nationalities, cultures and religions with their peers. Pupils talk enthusiastically about these events. As a result, everybody feels welcome at this highly inclusive school. Pupils with special educational needs and/or disabilities get the right support so they can access key learning through this programme.

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Personal development and wellbeing Strong standard

Leaders are rightfully proud of the school's 'Pledge'. This sets out a programme of activities and experiences that every pupil is supported to take part in by the time they leave school. The offer provides a breadth of experiences. These help pupils to develop good character and understand their locality and what it offers. Visits to museums, galleries and historic houses deepen pupils' cultural understanding. Their horizons are further widened by learning about possible careers in the local area and beyond. For example, pupils recently visited a new ambulance hub. They saw how the call centre operated and how the ambulance crews responded to calls.

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Attendance and behaviour Expected standard

Leaders have a comprehensive approach to tracking pupils' attendance and behaviour. Attendance for everyone, including those with special educational needs and/or disabilities, and those who are disadvantaged, has improved over the previous three years. It is now close to national averages. The number of pupils who are regularly absent has decreased as a result of leaders' effective interventions. Leaders are dedicated to helping parents, carers and pupils. They aim to eliminate barriers that keep pupils from attending regularly. For most pupils, these are effective and have led to their improved attendance over time.

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Attendance and behaviour Expected standard

Leaders have established high expectations of pupils' behaviour. Consequently, pupils mostly engage well with their lessons. Pupils feel safe and report that bullying or unkindness rarely happens. Where it does, staff ensure that it is addressed quickly and effectively. Classrooms are typically respectful, calm and purposeful. If pupils display behaviour that does not meet leaders' high expectations, staff support them in managing themselves effectively. This helps them get back to learning quickly. Significant incidents of poor behaviour are rare, and bullying, though uncommon, is dealt with effectively. During social time, pupils play well together and enjoy the range of activities available to them. Occasionally, pupils do not always maintain leaders' high expectations, particularly with staff who are less familiar with them.

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

At Morpeth Road Academy, pupils are highly valued by staff and one another. As a result, they develop a secure sense of belonging. Children in their early years thrive in a well- equipped setting. This environment sparks their curiosity and love for learning. Children receive great care from skilled staff. The staff know the children's needs and take great care in ensuring that they are met.

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

Throughout the school, pupils are familiar with the morning routines and follow them consistently. They take responsibility for organising their belongings. Once in class, they settle down quickly to start their learning. When pupils need extra help, staff make appropriate adjustments to help them feel calm and ready to learn.

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

Pupils enjoy their playtimes. They feel safe and cared for. Pupils frequently show tolerance and kindness. If bullying occurs, staff deal with it promptly and effectively. New pupils to the school receive a warm welcome and quickly establish friendships. Pupils are curious about different cultures and faiths. They enjoy learning about these from each other in assemblies and during their lessons.

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

Pupils engage well in their learning and usually stay focused. They complete work to an increasingly high standard. As a result, most pupils are well prepared for the next steps in their education. Where pupils may face barriers to learning, these are carefully and swiftly identified. The support pupils get helps them tackle these challenges, allowing them to make some progress through the curriculum.

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Team inspectors:

Malcolm Kirtley, Ofsted Inspector Helen Ashton, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. Pupils value the broad range of activities provided for them outside the classroom. They recall trips to the beach, museums and art galleries. A range of after-school activities provides opportunities for pupils to develop new skills. These include weaving, sewing, learning another language and playing the guitar.

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Next steps

Leaders should further embed the school's approach to behaviour management to strengthen relationships and enable all pupils to flourish in their learning and play.

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About this inspection

This school is part of WISE Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Zoe Carr OBE, and overseen by a board of trustees, chaired by Margaret Stephenson.

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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 to senior leaders, including representatives from the board of trustees and members of the local governing body. They also spoke to staff, pupils, parents and carers.

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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 uses one alternative provision, which is unregistered.

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About this inspection

Headteacher: Felicity Troughton The inspector(s) used this data during the full inspection on 30 June 2026

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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 6 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 needs support 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) 64% 62% 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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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) 71% 72% 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) 76% 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

2024/25 (final) 59% 47% Close to average

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average

2023/24 (final) 49% 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) 54% 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) 65% 59% Close to average

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average

2023/24 (final) 54% 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) 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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national average

2024/25 (3 term) 14.3% 13.0% Close to average

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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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