Netherthorpe School

What Ofsted said

From the inspection on 21 January 2025

Pupils in this school do not receive an acceptable standard of education. GCSE results in 2024 were poor, and significantly below national averages. The school is not as inclusive as it should be. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) significantly underachieve. The expectations of these pupils are too low. The school has not done enough to stem the decline in educational standards. Disruptive behaviour is evident in some lessons. Some pupils routinely opt out of lessons and wander the school. This interrupts their own learning and that of others. Too often, poor behaviour is accepted or ignored by staff. That said, many other pupils behave well and are keen to learn. Pupils are safe in school. They express confidence in staff to resolve any issues or concerns. Students in the sixth form feel extremely well supported. They have strong relationships with staff. They particularly appreciate the 'guided autonomy' they receive. This prepares them well for their next steps towards adulthood. A broad range of extra-curricular clubs are in place. While many pupils enjoy these activities, not enough is done to ensure that disadvantaged pupils can benefit from the wider opportunities that they might not otherwise receive.

What the school should improve

• The school has not acted swiftly enough to stem the decline in educational standards. Weaknesses identified at the previous inspection relating to pupils' underachievement and their poor behaviour persist and, in some respects, have got worse, particularly for the most vulnerable. The school must ensure that it takes decisive action to bring about much-needed stability and swift improvements.
• The delivery of the curriculum is too variable, both within and across subjects and year groups. Too little attention is paid to pupils' starting points. Checks to determine how well pupils are learning the curriculum are often ineffective. Pupils do not achieve as well as they should across a wide range of subjects. The school must ensure that the curriculum is implemented consistently and effectively in all subjects.
• The school's expectations of pupils' behaviour are too low. Pupils' poor conduct is often ignored. Too many pupils are allowed to opt out of lessons or to disrupt the learning of others. The school must make sure that staff have high expectations and manage pupils' behaviour consistently well, so that the school environment is suitable for learning.
• Disadvantaged pupils and pupils with SEND do not get the support they need. Too many of these pupils struggle to access the curriculum. They are suspended from school too often and many of them have poor attendance. Some do not receive the guidance needed to access the wider opportunities the school has to offer. The school must ensure that the needs of disadvantaged pupils and pupils with SEND are met fully so that these pupils can thrive.
• The reading information collected through various tests is not used widely by staff to adapt pupils' learning. Some pupils cannot access the curriculum because they cannot read or comprehend the texts in front of them. Some pupils do not receive the expert support needed so that they can read fluently. The school must make sure that reading information is used expertly by staff to extend the support for pupils that struggle to read, to adapt learning, and to ensure pupils' equal access to the curriculum.
• The school takes suitable action to keep pupils safe. However, the procedures followed to track these actions lack rigour. Records of the school's work to safeguard pupils are sometimes incomplete. The school must ensure that it maintains comprehensive records of its work to safeguard pupils.
• Some pupils do not understand the importance of equality and diversity and why they matter. As a result, some pupils are not confident that their differences are recognised or valued. The school should nurture a culture of mutual respect, where all pupils are accepted for who they are.

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