Newfield Secondary School

Newfield Secondary School

Address: Lees Hall Road, Sheffield, South Yorkshire, S8 9JP Unique reference number (URN): 140821

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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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Attendance and behaviour Strong standard

Attendance has improved securely over time. This is because leaders have built a strong, shared belief that everyone in the school community can influence pupils’ attendance. Their approach is strategic, persistent and rooted in detailed analysis of trends for different groups. Leaders ensure that regular analysis of data, targeted interventions and high expectations have reduced persistent absence and ensured that pupils attend regularly. Staff know pupils well and respond sensitively when attendance dips for legitimate personal or family reasons. Attendance for pupils with special educational needs and/or disabilities (SEND) remains below that of their peers, but leaders’ actions are securing consistent improvement.

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Attendance and behaviour Strong standard

Behaviour across the school is calm, orderly and respectful. Leaders have introduced clearer routines, such as morning line ‑ ups and calm transitions on corridors, which pupils now follow. These routines create a safe and purposeful atmosphere where lessons are free from disruption and pupils engage positively with learning. Pupils with special educational needs and/or disabilities are fully supported with any behavioural needs.

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Attendance and behaviour Strong standard

Pupils report that bullying is rare and dealt with quickly. Suspensions have reduced significantly and are used proportionately, supported by robust reintegration processes. Relationships between staff and pupils are warm and caring. Leaders’ high expectations are applied consistently, creating a culture where pupils feel known, supported and able to thrive.

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Inclusion Strong standard

The school has established a highly inclusive culture where pupils feel known, supported and valued. Staff identify pupils’ needs quickly, especially those who are disadvantaged, have special educational needs and/or disabilities (SEND) or are known to social care. Leaders meet regularly to review the progress of the most vulnerable pupils. They use clear information to decide what support is needed next. This leads to help being put in place early. Pupils benefit as a result.

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Inclusion Strong standard

Teachers make thoughtful adjustments in lessons so that pupils with SEND can learn alongside their peers. For example, staff use targeted questioning, adapted explanations and seating plans that help pupils stay focused. The school’s specialist provision for pupils with speech, language and communication needs, and for those with autism, provides purposeful and highly effective support. Staff benefit from thorough training, and teachers use a step-by-step approach to adjust support as needed.

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Inclusion Strong standard

Leaders work hard to remove barriers to learning. They provide breakfast, uniform and equipment for families who need it, and they work closely with outside agencies to secure the right help. Disadvantaged pupils benefit from a clear strategy that focuses on high ‑ quality teaching, strong routines and well ‑ chosen interventions. Many now attend more regularly and take part in a wide range of clubs and trips.

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Expected standard

Where appropriate, the school chooses alternative provision carefully to match the needs of individual pupils. Their aim is always to help pupils return to school life when the time is right.

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Achievement Expected standard

Pupils’ overall achievement is improving and now sits close to national averages. Results across a wide range of subjects have strengthened over time, and work in lessons shows that pupils build knowledge securely. Across both key stage 3 and 4, pupils recall key ideas from earlier learning and apply them in new contexts. This is helped by teachers’ effective questioning and clear explanations. Pupils’ booklets show steady gains in knowledge and skills. Leaders understand past weaknesses and have taken steps to improve how well pupils secure foundational knowledge. Pupils are increasingly well prepared for their next steps in education, employment or training.

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Achievement Expected standard

However, achievement is not yet consistent for all groups. Disadvantaged pupils attain below their peers, especially in English and mathematics, and this gap has widened over recent years. Leaders have made suitable changes to the curriculum to address this. Current pupils are now making more secure progress.

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Curriculum and teaching Expected standard

Leaders have revised the curriculum to give greater focus to securing strong foundations in English and mathematics. They have made sure that pupils continue to study a broad range of subjects and that the full national curriculum is covered. Leaders have made these changes with a clear moral purpose, aiming to improve how well pupils are prepared for their next steps in education, training or employment. They review the curriculum often and know where subjects are stronger or still developing.

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Curriculum and teaching Expected standard

Staff benefit from well ‑ planned training, which helps them teach with confidence and use consistent routines such as modelled reading and vocabulary teaching. In most lessons, teachers explain new ideas clearly and use subject ‑ specific booklets to break learning into manageable steps. This helps pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), to follow the lesson and take part successfully. However, teaching is not yet consistent across all subjects. In some lessons, teachers do not check pupils’ understanding closely enough before moving on. At times, lessons move more slowly than needed, which can lead to pupils becoming passive rather than actively involved.

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Curriculum and teaching Expected standard

Pupils who need extra help receive timely support. This helps them to secure fundamental knowledge and skills. Staff know pupils well and adapt teaching sensitively. Well ‑ directed support from additional adults keeps learning accessible for all.

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Leadership and governance Expected standard

The school has been through a period of rapid change. Leaders have a clear view of what the school needs to improve and are working with purpose to raise standards for all pupils. They set high expectations and have introduced stronger routines, clearer systems and more consistent approaches to teaching and behaviour. These have had significant impact, most noticeably with inclusion, attendance, behaviour and achievement. Most staff welcome these changes and say that lessons are much calmer and more focused. Early career teachers speak very positively about the guidance and mentoring they receive.

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Leadership and governance Expected standard

Not all parents feel positive about some of the changes at the school. Leaders understand the importance of strengthening relationships with the community, so that families feel fully involved in the school’s direction. They are committed to addressing this.

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Leadership and governance Expected standard

Governors and trustees provide clear strategic direction. They understand why change was needed and check that leaders’ actions are helping pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND). They visit the school, ask questions and make sure resources are used in pupils’ best interests. Governors also monitor how leaders manage staff workload and wellbeing, for example by meeting with staff and reviewing the impact of protected marking time and clearer planning systems.

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Leadership and governance Expected standard

Most staff recognise the school’s positive direction. Leaders continue to refine systems so that staff feel supported and able to do their best for pupils. They act when concerns are raised, which helps staff feel listened to and part of the school’s improvement journey.

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Personal development and wellbeing Expected standard

Leaders are refining a new personal, social, health and economics curriculum that is responsive to pupils’ needs. Pupils learn about important themes such as healthy relationships, online safety and respectful behaviour. They speak confidently about how to keep themselves safe both in and out of school. Older pupils can explain the signs of unhealthy or controlling relationships, while younger pupils show a secure understanding of fairness, respect and how people should be treated. This knowledge helps prepare them for challenges they may face beyond school.

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Personal development and wellbeing Expected standard

Pupils reflect thoughtfully on issues such as discrimination, kindness and personal responsibility, showing growing maturity in their moral and social development. Most can explain British values and why these matter in helping people live well together. They also talk positively about how the school encourages them to think about right and wrong and to consider the impact of their actions on others.

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Personal development and wellbeing Expected standard

The school provides a wide range of clubs and trips that enrich pupils’ cultural and social experiences. Pupils enjoy opportunities such as brass band, chess, sports clubs and auditioning for the school production of ‘Forbidden Planet’. Leaders track participation carefully to ensure disadvantaged pupils and those with special educational needs and/or disabilities take part.

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Personal development and wellbeing Expected standard

Pastoral care is a strength. Pupils describe feeling safe in school, know how to raise concerns and can explain how to maintain their physical and mental health. Vulnerable pupils are identified quickly and supported through trusted adults and external partners.

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Personal development and wellbeing Expected standard

Careers education is developing. Leaders are shaping a clearer plan so pupils build their knowledge step by step as they move through each year group. Pupils have a growing understanding of the options available to them when they leave school and are increasingly confident about their next steps.

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

Pupils experience a calm, orderly school where clear routines help them feel safe and ready to learn. Staff greet pupils warmly each morning and set a purposeful tone for the day. Around the site, pupils move sensibly and respectfully. They say that they feel well known by adults who listen and help when needed. Bullying is uncommon, and when issues arise pupils report that staff act quickly to resolve them. Pupils trust the adults who care for them and know who to speak to if they are worried.

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

In lessons, pupils’ behaviour is excellent. They follow instructions, settle quickly and engage positively with learning. Pupils say that clearer expectations and consistent routines help them stay focused. The school has introduced several changes recently, and some pupils are still adjusting to these. Even so, most recognise that the new systems help the day run smoothly and support their learning.

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

Pupils enjoy learning and talk confidently about what they are studying. They can articulate ideas using complex vocabulary. Pupils’ achievement is improving, and they understand why attending school every day matters. This is reflected in the significant rise in attendance seen recently.

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

Pupils develop a secure understanding of the wider world and life in modern Britain. They speak knowledgeably about staying safe online, forming healthy relationships and topical developments such as social media bans. They contribute positively to community projects such as the Gleadless Valley Regeneration Programme. The school’s Pupil Parliament leads important work at school including changes to uniform, monitoring pupil wellbeing and revising the food options in the school canteen.

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

Pupils feel they belong at the school. They enjoy a wide range of clubs, trips and enrichment opportunities, from gardening and seaside trips to a Christmas cabaret. These experiences help them develop new interests and feel part of the school community. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) take part in these activities in high numbers because leaders work hard to remove barriers faced.

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Next steps

Leaders should ensure that teaching is consistent across subjects so that all pupils, including those who are disadvantaged, achieve well over time.

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Team inspectors:

Julian Appleyard, Ofsted Inspector Richard Jones, His Majesty's Inspector Lucy Toner-Gowland, Ofsted Inspector Gill Senior, Ofsted Inspector Leaders should fully embed the careers programme so that pupils build their knowledge year by year and receive clear, timely guidance that prepares them well for their next steps.

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About this inspection

This school is part of Mercia 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, Neil Miley, and overseen by a board of trustees, chaired by Rhona Dodds.

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

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About this inspection

Inspectors spoke with the headteacher, school leaders, trust leaders and the chief executive officer during the inspection. They spoke with teachers and associate staff. They visited a sample of lessons, spoke with pupils at various times of the school day and looked at pupils' work. They considered the views of parents, staff and pupils.

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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 includes a resourced provision for 22 pupils with speech, language and communication needs and/or autistic spectrum disorder (ASD).

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About this inspection

The school makes use of 4 registered alternative provisions.

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About this inspection

A new headteacher has been appointed since the previous inspection.

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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 23 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. National average: 28.9%

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 41.0% 45.4% Close to average

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national average

2023/24 (final) 37.6% 45.9% Close to average

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national average

2022/23 (final) 37.5% 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) 47.9 46.1 Close to average

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national average

2023/24 (final) 44.6 45.9 Close to average

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national average

2022/23 (final) 43.9 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) -0.19 -0.03 Close to average

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national average

2022/23 (final) -0.17 -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

2022/23 (final) 19.5% 25.2% 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) 31.9 34.9 Close to average

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national average

2023/24 (final) 31.9 34.6 Close to average

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national average

2022/23 (final) 34.2 35.0 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) -0.78 -0.57 Close to average

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national average

2022/23 (final) -0.57 -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

2024/25 (3 term) 7.5% 8.4% Close to average

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national average

2023/24 (3 term) 9.0% 8.9% Close to average

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national average

2022/23 (3 term) 9.9% 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

2024/25 (3 term) 20.7% 23.4% Close to average

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national average

2023/24 (3 term) 25.2% 25.6% Close to average

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national average

2022/23 (3 term) 28.4% 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

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

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