Gosforth Academy

What Ofsted said

From the inspection on 22 June 2022

Gosforth Academy is a calm, orderly and purposeful learning environment where pupils feel safe. Pupils treat one another with respect. Staff build positive relationships with pupils. Leaders have developed a culture of high expectation. A large majority of pupils follow academic routes. Pupils work hard and achieve well. Leaders and staff are ambitious for pupils to do well, including those with special educational needs and/or disabilities (SEND). Most pupils demonstrate that they have gained a detailed knowledge of the curriculum. Pupils talk positively about the opportunities open to them. These opportunities are particularly strong in sixth form, where the routes into university are well established. Pupils benefit from high-quality careers provision. Pupils value their learning. Staff apply the behaviour policy fairly and consistently. A minority of pupils told inspectors that bullying happens and is not always dealt with effectively by staff. The school has strong links with local charities, including the Newcastle United Foundation, which provides opportunities for pupils throughout the school. The school takes an active role in supporting the learning of the Gypsy Romany Traveller community at the Hoppings School. Students in the sixth form have access to excellent opportunities for enrichment. For example, the school has a strong link with Newcastle Falcons Rugby Club. Students are very positive about the space they have in school and they frequently use the designated library for silent study.

What the school should improve

• Leaders, including the MAT executive team, are not sufficiently responsive to what they learn from their checks on the school's work. This means that adaptations to teaching and the curriculum are not made promptly enough. This slows down the pace of school improvement. Leaders at all levels need to act more purposefully to address emerging areas for improvement.
• Leaders do not consistently provide staff and parents with the information and guidance needed to support all pupils with SEND. This means that some pupils with SEND do not get the help they need. Leaders should make sure that the use of guidance information is improved so that staff are better able to help all pupils with SEND.
• Assessment is not used to consistent effect. On occasions, teachers use examination-type assessment before pupils have fully explored topics. This means that teachers do not secure a clear picture of what pupils have understood. The overuse of this type of assessment also creates workload pressures for staff. Leaders should ensure that assessment is used more effectively to check what pupils have learned.

Read the full Ofsted report (opens in a new tab)