Newbottle Primary Academy

What Ofsted said

From the inspection on 9 June 2026

Pupils at Newbottle Primary Academy enjoy coming to school. They feel safe and that they belong. The relationships between staff and pupils are caring and respectful. Children in the early years are happy, settled and confident. Pupils achieve well and are well prepared for their next stage in education. Pupils learn from a curriculum that is well considered and ambitious. Pupils are attentive and engaged in lessons. Pupils with special educational needs and/or disabilities and other barriers to their learning are included well in day-to-day school life and learn alongside their peers. Staff understand their needs well and pupils benefit from the support they receive. Pupils behave well and treat each other with respect. Bullying is not a concern for pupils. They feel confident that staff will act if they raised a worry. Many pupils describe the various ways they can do this, for example, through worry boxes in their classrooms, by speaking to a trusted adult, or through discussions in the 'rainbow room'. Pupils attend school regularly. The school prioritise attendance right from Nursery. Staff promote good attendance well. This is underpinned by a detailed understanding of each family's circumstances. The school provides timely and sustained support if pupils' attendance begins to fall. Pupils benefit from the leadership opportunities available to them, such as roles on the school council, eco council or as wellbeing champions. They take pride in these roles. Pupils have a range of extra curricular activities available to them. They speak enthusiastically about residentials and enrichment activities that have provided lasting memories. Pupils benefit from participating in events linked to the local area or local business. These help them learn about how they can contribute widely to society.

What the school should improve

• Leaders should continue to strengthen their work to monitor the systems in place to reduce barriers to learning, ensuring this is done with increasing rigour so that support strategies are skilfully introduced or adjusted.
• Leaders should continue to strengthen and embed their approach to addressing gaps in pupils' foundational reading and writing skills, ensuring these gaps are quickly narrowed and reflected in sustained, above-average outcomes.
• Leaders should continue to strengthen the school's personal development programme, ensuring it is tailored to the specific needs of the school's context and consistently increases all pupils participating and benefitting from that offer.

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