Kepier

Kepier

Address: Dairy Lane, Houghton le Spring, Tyne and Wear, DH4 5BH Unique reference number (URN): 137262

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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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Personal development and wellbeing Strong standard

Leaders and staff know their pupils incredibly well. They provide highly effective support and care for their pupils so that they can fully benefit from their school experience. Leaders provide a carefully designed, tailored personal development programme for all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). Pupils learn about how to stay safe, including online. They understand risks in their local community. Pupils know what constitutes healthy and unhealthy relationships. They are highly supported to tackle sensitive issues, demonstrating respect and care for others. Pupils understand the importance of equality and the legal and moral implications of discrimination. They show mutual respect and tolerance towards different faiths, beliefs and cultures.

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Personal development and wellbeing Strong standard

Leaders provide an extensive range of opportunities for pupils to learn about their local heritage, develop their resilience and explore the wider world. Some pupils, including those with SEND, are supported to learn how to travel independently. They learn how to access shops and leisure facilities in the local area. Pupils regularly visit local museums, art galleries and outdoor spaces. Pupils benefit from experiencing residential visits, from wild camping in the Lake District to a cultural visit to Paris.

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Personal development and wellbeing Strong standard

Leadership opportunities are available to all pupils, including those who are disadvantaged and those with SEND. Kepier council helps to shape the work of leaders, representing the voice of pupils. Older pupils become ‘lead learners’ and organise successful key events such as discos, coffee mornings and charity fundraisers. Pupil leaders are excellent role models for their peers and younger pupils.

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Personal development and wellbeing Strong standard

The extensive careers programme shapes the aspirations of pupils. They regularly visit and engage with major employers across the region. Pupils experience targeted taster sessions in industry areas, such as visiting a large hotel to learn about hospitality. Older pupils have a clear understanding of what they want to achieve. They benefit from visits to colleges and universities, and engagement with apprenticeship providers. Pupils are very well prepared for their next steps in education, employment or training.

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Achievement Expected standard

Teachers make sure that pupils generally produce high-quality work across the curriculum. Pupils receive feedback which helps them to improve their work. A significant minority of pupils have not developed the skills they need in reading, writing and mathematics when they first join the school. These pupils are identified quickly and they receive targeted support which helps them to catch up with their peers. This support means that these pupils go on to fully access the wider curriculum. Pupils, including those who are disadvantaged, typically attain close to national averages at the end of key stage 4. Pupils with special educational needs and/or disabilities achieve well from their starting points. However, a minority of pupils do not achieve as highly as they could. Leaders know this is a priority and have taken action to address this.

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Achievement Expected standard

Pupils are generally well prepared for their next steps. They gain the knowledge and skills they need to access college courses or secure apprenticeships that are closely linked to their ambitions.

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Attendance and behaviour Expected standard

Leaders prioritise improving school attendance. They constantly promote the importance of regularly attending school with staff, parents and pupils. Leaders know their pupils and their families well. They provide additional support and reasonable adjustments to reduce barriers to attendance. A minority of pupils, including some who are disadvantaged and those with special educational needs and/or disabilities, are absent from school too often. However, this is reducing because of leaders’ actions. When pupils are unable to attend for medical reasons, leaders provide short-term support to pupils at home so that pupils do not miss out on their education.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour and conduct in school. The vast majority of pupils value their approach. They respond well to the clear routines in place. Leaders have created a calm and purposeful learning environment where pupils can concentrate on their learning. Low-level disruption in lessons is rare. Pupils interact positively with staff and their peers. Leaders do not tolerate any form of bullying or discrimination. Suspensions and exclusions are used appropriately. A significant minority of pupils who need some extra help to learn how to manage their emotions receive this through the school’s ‘Inspire’ programme. They value this support.

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Curriculum and teaching Expected standard

Leaders understand the strengths and areas for development across the curriculum. The curriculum is well-sequenced across subjects. It is designed so that pupils learn more over time. Teachers have the subject knowledge that they need to teach the curriculum well. In some subjects, pupils benefit from high-quality teaching which enables them to secure their knowledge quickly. Most teachers regularly check what pupils know and use this to inform what they teach next. However, in a minority of lessons, teachers sometimes do not make sure that pupils have the knowledge that they need before moving on to new learning. This leads to gaps in learning for a minority of pupils. Teachers make suitable adaptations so that all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, can fully access their learning. They provide scaffolding which helps pupils to shape their ideas and transform their knowledge into writing. However, a minority of

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Curriculum and teaching Expected standard

pupils are capable of learning at a faster pace than they do.

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Inclusion Expected standard

Leaders identify the needs of pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), quickly and accurately. Leaders work closely with local primary schools and external agencies to understand the individual needs of pupils, before they join the school. Leaders make sure staff have the information that they need to any reduce barriers to learning and/or wellbeing. Most teachers tailor their approach to supporting pupils with SEND to their specific subject area. This means that pupils receive the targeted help that they need, while being encouraged to develop their independence in other areas. Leaders regularly review their approach and respond swiftly to changing needs so that their pupils remain well supported.

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Inclusion Expected standard

Leaders use additional funding to make sure all pupils, including those who are disadvantaged, have the resources they need to fully access their learning and the wider school community. Pupils who are known to social care are well supported to succeed. Leaders provide targeted mental health support when pupils need it. This enables pupils to access the curriculum and participate fully in school life. The school uses alternative provision effectively to enable pupils to engage positively with their education.

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Leadership and governance Expected standard

Leaders know their school and their pupils very well. They know what the school does well and where it needs to improve. Leaders are taking appropriate action to further improve the school. They make decisions in the best interests of their pupils.

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Leadership and governance Expected standard

Trustees and governors know the school well. They care about the education and wellbeing of pupils and staff. Trustees and governors challenge and support leaders. They make sure leaders are meeting their statutory duties. Governors are part of the school community and visit regularly.

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Leadership and governance Expected standard

Leaders value their staff and care about their wellbeing and workload. Staff appreciate the support they receive from leaders to help them in their roles. Teaching and support staff benefit from an evidence-informed professional learning programme. This provides staff with regular opportunities to build on their expertise. However, the professional learning programme does not always precisely target the areas for improvement that leaders are working on. Leaders and staff benefit from opportunities to work collaboratively with colleagues from other schools across the trust. Teachers who are in the early stages of their career feel well supported by leaders. Some leaders and staff participate in wider professional learning to further enhance their skills and knowledge.

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Leadership and governance Expected standard

Leaders regularly communicate with parents and carers, they know how their child is progressing in school. Parents value this communication. Leaders make links with employers and businesses in the local community to provide additional opportunities for their pupils. They work closely with wider professionals to make sure their pupils have everything they need to be successful.

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

Pupils are safe and happy, and feel a sense of belonging at Kepier. They show kindness, tolerance and respect towards adults and each other. Pupils conduct themselves very well across the school. They are able to learn in calm, productive classrooms. Pupils enjoy working towards earning their rewards. Bullying is not tolerated at this school and is dealt with quickly and effectively. Most pupils enjoy coming to school. However, a minority of pupils do not attend regularly enough.

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

Pupils are eager to achieve during their time in school. Pupils benefit from subject curriculums that have been well designed so that they learn sequentially over time. Typically, pupils are taught well. However, in a minority of lessons, teachers do not consistently check what pupils know before they move on to teach new curriculum content. Pupils with special educational needs and/or disabilities (SEND) benefit from adaptations that have been tailored to meet their needs. These pupils achieve well from their starting points. Pupils, including those who are disadvantaged, generally attain close to their peers nationally at the end of key stage 4. However, a minority of pupils do not attain as highly as they could.

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

Pupils, including those who are disadvantaged and those with SEND, are fully included in the school community. They value taking part in a range of clubs such as robotics, archery, dance or song writing. Pupils shape the offer available to them so that it fully captures their interests and talents. Pupil leaders take pride in their roles. The eco-team is dedicated to reducing the school’s carbon footprint. Buddies and sports leaders encourage their peers to get involved in the wider activities available to them. Pupils benefit from regular opportunities to engage with businesses, local employers and colleges. These opportunities shape their aspirations and prepare them very well for their next steps in education, employment or training.

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Next steps

Leaders should ensure that teachers check precisely on what pupils can do to ensure that new learning builds carefully on previous knowledge across all curriculum subject areas to prevent pupils having gaps in their knowledge. Leaders should ensure actions taken to improve attendance and reduce persistent absence are monitored and evaluated carefully to ensure that all pupils are supported to attend school regularly to fully benefit from their education and achieve well. Leaders should ensure that their professional learning programme precisely reflects the school's improvement plan objectives, so that staff are prepared and equipped to contribute to school improvement priorities across all areas of the school.

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About this inspection

This school is part of Eden Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Kevin Brennan, and overseen by a board of trustees, chaired by Garry Stout.

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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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Team inspectors:

Angela White, Ofsted Inspector Mark Hassack, Ofsted Inspector Robert Spurr, Ofsted Inspector Donna Park, 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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 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?

National average: 1,067 Inspectors spoke with the headteacher, senior leaders, the chief executive officer, trustees and governors during the inspection.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently makes use of 5 alternative provisions, including 2 that are unregistered.

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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. National average: 13.4%

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 37.3% 45.4% Close to average

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national average

2023/24 (final) 42.6% 45.9% Close to average

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national average

2022/23 (final) 49.8% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 43.6 46.1 Close to average

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national average

2023/24 (final) 46.9 45.9 Close to average

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national average

2022/23 (final) 49.9 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.29 -0.03 Close to average

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national average

2022/23 (final) -0.16 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 23.8% 25.8% Close to average

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national average

2023/24 (final) 28.1% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 33.4 34.9 Close to average

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national average

2023/24 (final) 39.5 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.65 -0.57 Close to average

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national average

2022/23 (final) -0.60 -0.57 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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) 10.1% 8.9% Close to average

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national average

2022/23 (3 term) 9.8% 9.0% 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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national average

2023/24 (3 term) 28.3% 25.6% Close to average

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national average

2022/23 (3 term) 27.5% 26.5% 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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Urgent improvement

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