John Spence Community High School

John Spence Community High School

Address: Preston Road, North Shields, Tyne and Wear, NE29 9PU Unique reference number (URN): 150195

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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

Pupils’ overall achievement is improving. Across key stage 3 and 4, pupils recall key knowledge from earlier learning and apply it in different contexts. Leaders have focused on improving pupils’ achievement across the curriculum, including in English and mathematics. As a result, pupils achieve increasingly well and there is much improvement since the last published examination results. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), alongside other pupils who may face barriers to their education, achieve well from their starting points.

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Achievement Expected standard

Leaders have identified weaknesses in pupils’ literacy and numeracy knowledge and have taken steps to address these. For example, pupils in the earlier stages of reading benefit from regular ‘Morning Skills’ sessions that support their reading development. Pupils are increasingly well prepared for their next steps in education, employment or training. Leaders recognise that continuing to improve how checks are used in lessons will help pupils to build their knowledge more securely over time and support their achievement across the curriculum.

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Attendance and behaviour Expected standard

Most pupils attend school regularly, and the school's attendance remains close to the national average. Leaders understand pupils' individual circumstances and adapt their approaches accordingly. Staff build positive relationships with families and provide support for those who find attending school regularly more challenging. Bespoke support plans help pupils to re-engage in school life. Leaders continue to focus on improving attendance, particularly for disadvantaged pupils. Pupils with special educational needs and/or disabilities, also attend regularly and benefit from the opportunities available to them in school.

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Attendance and behaviour Expected standard

The school has clear expectations for behaviour and conduct, which staff and pupils understand and apply consistently. Positive relationships underpin leaders’ work to promote good behaviour. Staff value the support they receive to manage behaviour effectively. Lessons are typically calm and purposeful. Pupils feel supported and are developing confidence in what they can do and achieve. They know that staff address issues, including bullying, when they arise. Leaders keep detailed records of behavioural incidents and use this information to identify pupils who may need additional support. Leaders use this information to respond to pupils’ needs and promote a positive environment in which pupils can learn.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the effectiveness of teaching across the school. They consider carefully the language and important knowledge that they want pupils to learn through the curriculum. Leaders ensure that pupils' understanding is checked over time. This is evident in the work undertaken to develop the key stage 3 curriculum. Typically, teachers have secure subject knowledge and explain new concepts clearly. They generally consider the adjustments that pupils need to access learning. In many lessons, learning is structured appropriately and helps pupils to learn knowledge across the curriculum. Teachers provide feedback that helps pupils to improve their work. When teachers check pupils' understanding effectively, pupils build their knowledge securely over time. However, there is variation in how consistently these approaches are applied. Leaders recognise this and continue to focus on improving the quality of teaching.

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Curriculum and teaching Expected standard

Leaders provide additional support for pupils who need help to catch up. For example, when pupils join the school with gaps in their knowledge of literacy and numeracy, leaders put appropriate support in place. Staff maintain a consistent focus on developing pupils' reading, vocabulary and mathematical knowledge.

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Inclusion Expected standard

The school identifies barriers that pupils may face and helps them to succeed. Leaders understand pupils' individual needs well, including those who join mid-year. They have responded to an increasing number of disadvantaged pupils who have a wide range of needs and barriers to learning.

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Inclusion Expected standard

Leaders and staff focus on building positive relationships with pupils and putting in place timely support. Pupils feel that they belong and have staff who champion them. The school provides targeted support pupils for pupils with social, emotional and mental health needs. For example, the 'student engagement centre' helps pupils to re-engage with their learning positively. Pupils who need individual support, including those with special educational needs and/or disabilities (SEND), participate fully in school life alongside their peers.

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Inclusion Expected standard

Typically, vulnerable pupils, including those with additional barriers to their learning and those with SEND, achieve well. Disadvantaged pupils benefit from the support they receive. Pupil premium funding contributes positively to these pupils’ experiences and outcomes. Leaders place a clear focus on supporting young carers and pupils known, or previously known, to social care. Where additional support is required, leaders work with a range of professionals to help ensure that pupils’ needs are met.

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Leadership and governance Expected standard

Leaders, including those with responsibility for governance, know the school and wider community well. They promote a culture of genuine care and ambition for all pupils at John Spence. Leaders put the best interests of pupils at the heart of their decision-making. Staff are proud to work at the school. They value the care and attention leaders and governors give to their workload and wellbeing.

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Leadership and governance Expected standard

Leaders of the trust and governors share the school’s high ambition for all pupils and meet their statutory duties. Leaders use their knowledge of the school to provide appropriate support and challenge. Similarly, school leaders engage fully with the help provided, as well as seeking partners and agencies to further enhance their improvement work.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school's strengths. They have identified priorities for improvement that are both appropriate and necessary. This approach has contributed to improvements in standards. As a result, the school supports pupils with special educational needs and/or disabilities well. Staff work to remove barriers that disadvantaged pupils may face in accessing the school's cultural and academic offer.

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Leadership and governance Expected standard

The school’s continuing professional development is closely aligned with improvement priorities and is valued by staff. Staff are supported to develop both their subject knowledge and teaching practice. Leaders at all levels recognise the important role that staff play in the school's ongoing improvement.

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Leadership and governance Expected standard

Parents and carers are very supportive of the school and many would recommend it. They value the way the school helps their children develop into confident young adults.

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Personal development and wellbeing Expected standard

Leaders have ensured that the school’s personal development programme is well designed. They actively promote the wellbeing of pupils, taking into consideration their various needs within the school community. Pupils enjoy their ‘Fit for Life’ lessons. They appreciate the conversations they have about different aspects of personal development and wellbeing and develop their understanding of a range of topics, including online safety.

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Personal development and wellbeing Expected standard

Staff support the work done in the personal development curriculum with carefully selected assembly topics, thoughtful activities in tutor time and individual pastoral support. Pupils appreciate the care and support they receive when they have worries or concerns. They describe feeling safe in school. Vulnerable pupils are identified and supported through trusted adults and external agencies where needed. For example, pupils who are young carers appreciate the consideration and support they receive.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of opportunities to develop their talents and interests. Sport is an important part of this and is valued by pupils and staff. Younger pupils particularly enjoy the school's sporting academies that allow them to receive regular coaching across a variety of activities. Pupils’ participation in these opportunities enhances their enjoyment of school and helps to develop their confidence.

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Personal development and wellbeing Expected standard

Leaders ensure pupils access a careers programme from the start of their time in school. Older pupils reflect positively on the range of useful experiences that they have had, including work experience. They understand the different pathways available to them after school or college. Pupils receive independent, impartial advice to support informed choices. They also have opportunities to explore other post-16 pathways, including T levels and apprenticeships. These experiences help prepare pupils, including those who face additional barriers to their education, for their next steps in education, employment or training.

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

Pupils feel a true sense of belonging at John Spence. They enjoy positive relationships with staff that help them feel welcomed, happy and safe. Pupils are proud of their school and value the sense of community. Leaders and staff get to know pupils well, helping them to settle quickly into school life. Lessons are calm and pupils enjoy their learning. They benefit from subject curriculums that have been well designed so that they learn sequentially over time. Typically, pupils are taught well. They recognise where learning helps them to understand issues that are relevant to their lives, particularly in their ‘Fit for Life’ lessons. Pupils are supported to achieve, including those with additional barriers to their learning, such as pupils with special educational needs and/or disabilities. They value both the confidence they develop and the progress that they make over time. Overall, pupils’ achievement across the curriculum has

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

Pupils contribute meaningfully to school life and learn the importance of including others. Clubs and activities help bring learning to life for pupils. For example, regular ‘pledge days’ widen pupils' experience beyond the school gates and support their personal development well. Pupils appreciate the sports provision and enjoy the opportunities to take part in different sporting activities and receive specialist coaching.

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

Pupils know that bullying is not tolerated and that staff deal with concerns when they arise. Pupils talk confidently about equality and fundamental British values with understanding. From Year 7 onwards, pupils learn about a wide range of career pathways both locally and further afield. Encounters with employers, work experience and individual careers guidance help pupils to understand the choices available to them, including apprenticeships. These experiences help pupils prepare for their next steps. Alongside the school’s support for those who need extra help, these actions also contribute to pupils attending regularly.

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Next steps

Leaders should ensure that staff consistently check pupils’ understanding and address gaps in pupils’ knowledge so that pupils build their learning securely and achieve well across the curriculum. Leaders should continue their work to improve the attendance of disadvantaged pupils and reduce persistent absence. Leaders should continue to develop pupils’ self-discipline and resilience so that they take increasing responsibility for their learning.

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About this inspection

This school is part of Pele 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), Kieran McGrane, and overseen by a board of trustees, chaired by Gerald Miller.

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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

This inspection took place on 15 and 16 September 2026.

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About this inspection

Following our renewed 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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Lead inspector:

Richard Wakefield, His Majesty's Inspector

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Team inspectors:

John Downs, Ofsted Inspector Carl Sugden, Ofsted Inspector Geoffrey Lumsdon, Ofsted Inspector Kate Morris, 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 15 September 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. Inspectors spoke with the headteacher, other senior leaders, CEO, deputy CEO, school improvement advisor, trustees including the chair, the members of the local governing body including the chair, and pupils 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 11 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 one alternative provision.

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What does this mean?

Headteacher: Katie Marshall National average: 1,063

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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: 14.0%

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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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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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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) 20.6% 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) 36.4 34.9 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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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) 9.5% 8.4% 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) 25.1% 23.4% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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