New Bewerley Community School

What Ofsted said

From the inspection on 6 January 2026

Known within the community as a 'hub of hope', New Bewerley offers a place where pupils belong and are aspirational for their futures. It is a highly inclusive school, where pupils are welcomed and attend regularly. Staff know pupils and their families well. They use this knowledge to work to remove the barriers to learning or wellbeing that pupils face. Relationships between staff and pupils are positive. This ensures that pupils behaviour is supported effectively. Pupils treat each other with respect. Typically, pupils behave well and follow the school’s high behaviour expectations. Bullying is rare. Staff take pupils’ concerns seriously and act swiftly to resolve their worries. The school has effective arrangements in place to support pupils with special educational needs and/or disabilities. Pupils have positive attitudes to their learning. They are keen to acquire new knowledge. However, sometimes teaching does not help pupils to learn what they need to know. Some pupils find it difficult to remember what they have been taught. They have gaps in their knowledge. Over time, the attainment of many pupils is not as high as other pupils nationally. The school provides a range of deliberate and well-chosen educational visits that complement the school’s curriculum. These visits live long in pupils’ memories. For example, the visit to the waterworks helps pupils to understand the water cycle in geography. The school has carefully considered the range of experiences pupils will enjoy while at school. These ‘NB60’ experiences unite pupils and help foster a strong sense of belonging. Memorable experiences include cooking a meal and visiting a beach. Pupils are safe. Pupils use the school’s worry boxes or confide in a trusted adult if they have a concern. Leaders are tenacious in ensuring that families, where necessary, receive the right support from external agencies. Pupils are passionate about their leadership roles, such as a 'diversity developer' or 'green team' member. They enact these roles with an air of conviction and responsibility.

What the school should improve

• Leaders should ensure that pupils across the school secure and consistently apply key reading, mathematics and writing skills. • Leaders should ensure that staff use assessment well to make adaptations to their teaching. • Leaders should ensure that all pupils, including those who are disadvantaged across all key stages, achieve broadly in line with national expectations. • Leaders should further develop the teaching of phonics so that pupils swiftly learn to read accurately.

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