North Durham Academy

North Durham Academy

Address: High Street, Stanley, County Durham, DH9 0TW Unique reference number (URN): 136745

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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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Curriculum and teaching Expected standard

Leaders have designed a carefully sequenced and well-structured curriculum. They review this regularly and make suitable adaptations. Recently, leaders have refined the approach to teaching. Across lessons, teachers typically explain learning clearly and support pupils’ understanding of vocabulary. Staff regularly check for understanding and adapt where further explanation is needed. For example, in Year 11 maths lessons, teachers reteach important ideas so pupils understand more securely. This approach is starting to have a positive impact on learning and achievement. Leaders are taking steps to improve the curriculum and teaching so that all pupils' needs are met.

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Curriculum and teaching Expected standard

Leaders have clear systems in place to develop skills for pupils who need extra help with reading, writing and mathematics. Teachers' careful monitoring means that this support adjusts as pupils develop. For example, pupils who have mastered basic reading skills move on to focus on fluency and understanding. Shared reading in tutor time supports the reading of all pupils.

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Curriculum and teaching Expected standard

Teachers typically use information about barriers to learning to support pupils with special educational needs and/or disabilities. Teachers adapt what they do in the classroom so barriers to learning are reduced and most pupils can work independently.

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Inclusion Expected standard

Leaders ensure that staff understand each pupil’s needs and know how to meet them. This includes pupils with special educational needs and/or disabilities. Leaders regularly check and review pupils’ progress so that support is adjusted as needs change. Training helps staff know how to adapt their teaching to help pupils learn. As a result, pupils engage purposefully in their learning. Some pupil support plans could be more concise and focused.

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Inclusion Expected standard

Positive relationships between staff and pupils help more vulnerable or anxious pupils to feel confident. Pupils benefit from high-quality pastoral care. This includes precise support for pupils known to social care and others who face significant barriers to their learning or wellbeing. Leaders work well with others beyond the school to provide pupils with the help that they need. Pupils receive suitable and sensitive support in areas such as Compass and The Bridge.

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Inclusion Expected standard

Leaders make well-considered use of additional funding to help reduce pupils’ barriers to learning. Leaders review the impact of provision on pupils through tracking academic data and attendance. They can see some areas where progress is improving. Leaders recognise that some targets for improvement could be more precise.

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Inclusion Expected standard

Alternative provision is used appropriately. Systems are in place to check regularly on the progress, attendance and wellbeing of pupils educated off site.

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Leadership and governance Expected standard

Senior leaders model their expectations through their high-profile presence around school. They demonstrate a clear commitment to improvement across all aspects of the school. Staff share leaders' desire to do the best for all pupils.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's context, strengths and areas for development, based on evidence. As they seek to improve the progress that pupils make, leaders have rightly focused on the nuts and bolts of teaching, inclusion and raising attendance. The sense of rigour that drives recent changes is palpable. For example, close analysis of examination papers is used to shape teaching and Year 11 revision class topics. Leaders work with parents and carers to engage their support.

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Leadership and governance Expected standard

Leaders think carefully about staff workload. They create a positive culture, so staff support leaders and care about pupils. Staff also benefit from training that meets their needs and is firmly linked to school development plans.

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Leadership and governance Expected standard

Governors and trustees understand priorities for improvement. For example, they recognise that achievement and attendance need to improve. They know their roles and responsibilities, and trustees can outline a robust strategic vision for the school. Governors benefit from regular and appropriate training and understand the school’s statutory duties. They feel valued by leaders. Systems are in place to challenge and hold leaders to account. Governors and trustees have developed the school’s relationship with parents and carers and the community.

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Leadership and governance Expected standard

The school and its leaders are well supported by trust systems and personnel. Collaborative working enhances the school’s provision and expertise.

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Personal development and wellbeing Expected standard

The thoughtfully planned personal development curriculum helps pupils learn about keeping themselves safe both online and offline and prepares them for life in modern Britain. For example, pupils learn about online safety, healthy lifestyles and relationships. Leaders adapt this curriculum to meet pupils' changing needs. Recently, they introduced topics on open water and railway safety. Generally, pupils recall important learning. Some talk in depth about democracy and personal finances, for example. Most speak confidently about relationships education and what this means for them. Leaders know that some learning needs further development. Plans are in place, which include further developing older pupils’ understanding of faith and religions.

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Personal development and wellbeing Expected standard

Leaders are rightly proud of the pastoral care that pupils receive. Staff know pupils well and care about them.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment activities that develop their talents and broaden their horizons. Pupils spoke with enthusiasm about clubs and teams, including an LGBTQ+ group, debate club, future business magnates and chess. They also warmly recall trips to Beamish, Berlin and an annual ski trip, as well as their participation in school productions. Leaders support more vulnerable pupils to join activities and trips. Increasing numbers of pupils participate in enrichment activities.

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Needs attention

The careers programme is planned progressively from Year 7 to Year 11. Workplace experiences are also carefully planned. Leaders check pupils’ engagement with careers opportunities, and extra support is in place for more vulnerable pupils, including those with special educational needs and/or disabilities. The school has developed positive relationships with a range of employers and colleges. Many pupils attend the careers fair. Employers offer assemblies, internships and workplace experiences, for example in engineering. All pupils in key stage 4 benefit from careers interviews. Pupils are supported to visit college and university to raise aspirations. The careers programme helps almost all pupils to sustain being in education, training or employment after they leave school.

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Achievement Needs attention

Pupils' attainment in external assessments at the end of key stage 4 has been low. Pupils' achievement remains uneven. Pupils' achievement in subjects such as science, languages and some vocational subjects has improved. The achievement of more vulnerable pupils is similar to that of vulnerable pupils nationally. However, achievement remains low in English and mathematics. Leaders are taking appropriate action. This includes improving literacy and mathematics skills and refining teaching and revision sessions so that pupils learn more effectively. The impact can already be seen in classrooms when pupils demonstrate their understanding of what they have learned.

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Achievement Needs attention

Leaders have significantly improved the levels of participation in education, training or employment after pupils leave the academy in the last 2 years. It is now rare for a pupil not to have a secure and sustained destination after Year 11.

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Attendance and behaviour Needs attention

Leaders rightly prioritise high levels of attendance. Systems for checking attendance, combined with mentoring, working with families and inclusion support, are having a positive impact. Overall attendance is improving. However, it remains below national averages. Attendance levels are not improving fast enough for some of the most vulnerable groups of pupils. Leaders know that this is an area of the school’s work that needs continued focus so that the attendance of the most vulnerable pupils improves more rapidly.

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Attendance and behaviour Needs attention

Behaviour at North Durham Academy is calm, purposeful and respectful. Relationships between pupils and staff are positive, and clear routines are in place to support behaviour. Pupils are polite, well mannered and confident. Most say bullying and unkind language are rare and that they would be dealt with if they occurred. Pupils who are subject to sanctions receive the support they need. Pupils who need additional help to manage their emotions and behaviour receive the appropriate support. This is leading to a reduction in the number of incidents that result in a pupil being suspended. Leaders use suspensions appropriately. However, instances of behaviour that result in a suspension remain high, and suspension levels continue to impact upon attendance, including for more vulnerable pupils.

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

Pupils at North Durham Academy benefit from being in a school where the staff have a clear moral purpose to help them to achieve well. Pupils feel safe. They say that they have a trusted adult they can turn to for support. Pupils say that bullying and unkind language rarely happen and would be dealt with by staff if they did.

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

Pupils behave well in lessons and at social times. This contributes to the calm and friendly atmosphere evident in school. Pupils talk confidently to visitors. Incidents of disruption in class and around school are rare. Pupils value their work and concentrate in lessons.

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

Systems are in place to give extra support to the most vulnerable pupils. Staff know pupils well and have the knowledge to meet their needs. This helps to overcome any barriers to learning that pupils may have. Additional support spaces in school help pupils with higher levels of need.

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

Pupils take part in a wide variety of clubs and enrichment activities. For example, regular school productions, such as Matilda and Mary Poppins, help pupils to develop their confidence and performance skills. Pupils benefit from the rich range of visits to places, ranging from Tanfield Railway to China. Many pupils join clubs that help them to develop their talents, skills and interests. They also participate in activities such as fundraising for local charities. This helps pupils to feel involved in their community.

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

The curriculum and teaching pupils experience have been uneven over time. This means achievement has not been as high as it should be. This can limit the opportunities some pupils can go on to after they leave the school. Attendance has also been too low. This is starting to change, and clear strategies are in place for raising achievement. This includes continued work on promoting high levels of attendance. Pupils respond to these strategies in a positive way.

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Next steps

Leaders should continue to focus on promoting high levels of attendance, including by closely analysing patterns of absence for specific pupil groups and working on removing barriers where issues are identified. Leaders should continue to support teachers to raise pupils' achievement by bringing about improvements to the curriculum and teaching so that pupils are able to learn more effectively. Leaders should continue to extend older pupils’ knowledge of faiths and religions and develop all pupils’ oracy skills.

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Lead inspector:

Karen Blackburn, His Majesty's Inspector

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Team inspectors:

Catherine Beard, Ofsted Inspector Kieran McGrane, Ofsted Inspector Graham Findlay, Ofsted Inspector Joanne Maw, 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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About this inspection

This school is part of Connect Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Linda Rodham, and overseen by a board of trustees, chaired by Judith Robinson.

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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 9 and 10 September 2026.

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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 with the headteacher, school leaders, trust staff, trustees and governors during the inspection. Inspectors spoke with staff and pupils, visited lessons and looked at samples of pupils' work.

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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

Inspectors confirmed the following information about the school:

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About this inspection

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

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About this inspection

The school has undergone a significant change since the last inspection. A new headteacher has been recently appointed. The trust is no longer a sponsored academy trust.

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About this inspection

Headteacher: Gemma Knox The inspector(s) used this data during the full inspection on 9 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.

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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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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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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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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) 24.2% 25.8% Close to average

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national average

2023/24 (final) 18.8% 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) 36.2 34.9 Close to average

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national average

2023/24 (final) 34.8 34.6 Close to average

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national average

2022/23 (final) 32.1 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) -0.58 -0.57 Close to average

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national average

2021/22 (final) -0.69 -0.55 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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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. 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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