Newhouse AcademyOfsted report card, 22 Sept 2026

Newhouse Academy

Address: Newhouse Road, Heywood, Lancashire, OL10 2NT Unique reference number (URN): 147875

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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

Following a period of improvement, national tests show that the proportion of pupils at this school who attain standard and strong passes in English and mathematics is in line with the national average. Disadvantaged pupils attain above their peers compared to national averages for disadvantaged pupils. Leaders prioritise improving pupils’ attainment further across all subjects. This is to ensure that all pupils, including those with special educational needs and/or disabilities, make progress from their starting points. Staff help pupils to prepare for their next steps and, as a result, the proportion of pupils in appropriate post-16 provision is increasing.

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Achievement Expected standard

Pupils' reading, numeracy and handwriting skills are prioritised by leaders. Support for weaker readers at all ages has a positive impact. While pupils have pride in their work, they do not receive appropriate support to develop their oracy skills. As a result, they sometimes lack confidence when talking about their learning and do not always show a depth of knowledge across the whole curriculum.

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Attendance and behaviour Expected standard

Leaders have prioritised increasing attendance rates at the school. As a result, pupil attendance is improving over time and is in line with national averages. Leaders analyse attendance patterns, allowing them to target key groups of students who need support. The proportion of pupils who are persistently absent is reducing. This work has a positive impact on disadvantaged pupils, whose attendance is now in line with national figures. Leaders are creative in the way that they seek support and advice from external agencies to improve the attendance of pupils with significant absence.

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Attendance and behaviour Expected standard

Leaders have created a behaviour culture based on high expectations of pupils and staff. Newhouse Academy is a friendly, calm school where pupils live up to the standards expected of them. Pupils wear their uniform with pride and treat the school environment with respect. Bullying and other forms of discrimination or harassment are rare. Leaders keep clear records of any issues and take appropriate action to deal with them quickly. Pupils behave respectfully in lessons. However, in a small number of lessons, pupils lose focus. They engage most successfully when their learning is closely matched to their needs.

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Curriculum and teaching Expected standard

Leaders have planned a suitably ambitious curriculum for pupils. Pupils study a range of subjects in key stage 4 that includes academic and vocational options. Teachers have secure subject knowledge that allows them to plan suitable lessons in a logical sequence. Teaching ensures that pupils develop their skills in reading, numeracy and handwriting. Pupils who are weaker readers make secure progress due to the support they receive. In most lessons, teachers explain ideas and skills well. They ask questions to check pupils’ understanding. However, some teachers do not routinely use the information they gain from checks on learning to adapt future activities. As a result, some pupils do not fully engage with their work as it does not challenge them to achieve as well as they should. Leaders have a secure understanding of the quality of the curriculum and teaching. Leaders use a coaching approach, alongside a well-crafted professional learning programme, to

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Curriculum and teaching Expected standard

support teachers to improve their skills. Staff appreciate this work and engage well with it. Pupils show pride in their work and know how to act on the advice they receive from their teachers.

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Inclusion Expected standard

Leaders have established secure systems to identify any barriers pupils may encounter with their learning or wellbeing. Leaders ensure that information gathered about pupils when they first join the school is appropriately shared with teaching staff. This includes pastoral and academic information. All pupils have equal access to the curriculum. When necessary, staff provide additional strategies such as one-to-one or small group tuition. This helps pupils to close gaps in their learning and manage their wellbeing.

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Inclusion Expected standard

The needs of pupils with special educational needs and/or disabilities (SEND) are prioritised by leaders. The qualified special educational needs coordinator is part of the senior leadership team and ensures that resources are appropriately deployed to support pupils. Leaders provide suitable training and regular updates for staff to support pupils with SEND. Leaders make effective use of additional funding to provide support and reduce barriers. For example, leaders prioritise disadvantaged pupils for extra support, including access to trips. As a result, disadvantaged pupils achieve above their peers nationally.

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Inclusion Expected standard

Leaders work closely with external providers to support vulnerable pupils. Teachers work with the virtual school to ensure that pupils' personal education plans are carefully considered and have a clear impact on the lives of pupils known, or previously known, to social care. Leaders use alternative provision appropriately and in the best interests of pupils.

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Leadership and governance Expected standard

Leaders, including and trustees and members of the local governing body, have an accurate understanding about the strengths and strategic priorities for Newhouse Academy. They are rightfully proud of the progress the school has made in recent years and are determined to continue to improve further. Leaders have worked carefully to engage with parents and the local community.

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Leadership and governance Expected standard

Trustees and members of the local governing body show great commitment to their roles. They meet their statutory duties and provide suitable advice and challenge for leaders. Trustees have an accurate overview of the school and also provide appropriate advice and challenge. As a result, leaders feel motivated and supported. They have brokered appropriate support from the trust and external sources to target and implement improvements, resulting in meaningful change for pupils.

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Leadership and governance Expected standard

Leaders are respectful of the workload and wellbeing of staff. Staff feel that leaders listen to their views and give them appropriate time to improve their work. Staff report that they feel trusted to do their jobs. Leaders have established a coaching model, alongside a programme of professional learning, to build staff expertise in a sustainable way. This has led to a culture of teamwork and shared high ambition for pupils.

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Personal development and wellbeing Expected standard

Leaders have devised a broad programme of personal development and wellbeing for pupils. This includes lessons on relationships and sex education, alongside a tailored assembly programme. Leaders consider the local context carefully to ensure that the curriculum reflects pupils’ needs. For example, there have been assemblies about knife crime and water safety. Pupils learn how to care for their mental health and how to manage money. Pupils appreciate the pastoral support that staff provide. Leaders regularly review the needs of pupils and make appropriate adjustments to support when needed. When appropriate, pupils access counselling and suitable intervention classes to improve their wellbeing. Pupils have a sense of belonging and feel settled in school.

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Personal development and wellbeing Expected standard

The personal, social, health and economic curriculum meets statutory requirements. Pupils have opportunities to explore social, moral, spiritual and cultural ideas. Leaders prioritise pupils' leadership skills. School prefects act as role models for younger pupils. For example, they support the preparation of the breakfast club each day. Pupils have a developing understanding about equality and the laws that challenge discrimination. The curriculum includes content which allows pupils to develop their understanding about fundamental British values, such as democracy and the rule of law.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of extra-curricular opportunities. Leaders track pupils' participation in these activities and ensure that everyone has access to them. Many pupils enjoy sports and arts clubs. Some pupils would appreciate access to a broader range of experiences. Pupils enjoy the rewards trips that staff arrange for them, and they would like to experience more trips linked to the curriculum. Pupils receive effective careers advice and support at Newhouse Academy. Leaders build strong relationships with further education providers and businesses to ensure pupils access high-quality work experience activities. As a result, pupils make confident choices about their future beyond school.

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

Pupils are proud to attend Newhouse Academy. They value the warm relationships that they have with staff. Pupils feel safe at the school. They know that they have a trusted adult in school who they can turn to if they need to. Pupils behave well in lessons and during social times. They are friendly and polite to each other and to adults. Records show that bullying is rare and that, when it occurs, it is dealt with quickly and effectively. Pupils attend school regularly and overall attendance is in line with national figures. If pupils are absent, the school responds quickly and appropriately. Pupils appreciate the learning and advice they experience to keep themselves safe, including online.

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

In many subjects, pupils enjoy the tasks that staff design for them. They show an enthusiasm for learning when they can work independently, especially in practical subjects. Leaders ensure the curriculum is well sequenced and as a result more pupils achieve well in national tests and examinations. When pupils fall behind, staff provide targeted support. For example, support for weaker readers has a positive impact. Pupils offer their views and answer questions. However, sometimes their responses show that they lack in-depth knowledge when they talk about their learning.

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

Pupils value the range of subjects offered in the school curriculum. They appreciate the culture of the school and buy into the 'our people’ vision. Pupils participate in leadership roles. For example, school prefects help to prepare the breakfast club that pupils attend before school each morning. Pupils enjoy their opportunities to take part in clubs and activities and would appreciate more trips linked to the curriculum. Leaders prioritise careers education. As a result, pupils feel well prepared to take their next steps into post-16 education.

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Next steps

Leaders should continue their work to support teachers with their use of assessment to inform how they can shape teaching and learning and appropriately match it to the needs of pupils. Leaders should continue to improve how well teachers encourage and support pupils to develop their oracy skills so that they show confidence, independence and resilience when discussing their learning.

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About this inspection

This school is part of Hollingworth 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 (CEO), Darren Randle, and overseen by a board of trustees, chaired by Andrew Moon.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, senior leaders, CEO, trustees, members of the local governing body, staff and pupils during the inspection.

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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 currently makes use of 4 alternative provisions, all are unregistered.

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Lead inspector:

Richard McGuire, His Majesty's Inspector

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Team inspectors:

Thomas Fay, Ofsted Inspector Alan Hammersley, Ofsted Inspector Sharon Black, 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 22 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. Headteacher: Alex Burnham National average: 1,154

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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) 23.5% 25.8% Close to average

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national average

2022/23 (final) 17.8% 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) 34.4 34.9 Close to average

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national average

2023/24 (final) 30.2 34.6 Close to average

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national average

2022/23 (final) 33.3 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) -0.68 -0.57 Close to average

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national average

2022/23 (final) -0.81 -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) 9.1% 8.4% Close to average

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national average

2023/24 (3 term) 9.8% 8.9% Close to average

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national average

2022/23 (3 term) 8.8% 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) 28.8% 25.6% Close to average

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national average

2022/23 (3 term) 28.5% 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

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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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