Newbury Independent School

What Ofsted said

From the inspection on 13 May 2025

At Newbury, a fresh start is more than mere words, it is a heartfelt pledge. Underpinned by a shared commitment to care and aspiration, inspirational leaders and staff drive improvements. However, while improvements are being made, further steps are needed to ensure every pupil fully benefits from their education. Pupils develop knowledge in subjects such as English, mathematics and computing. However, many pupils have gaps in their learning, and sometimes, the school does not help them catch up when they miss lessons or struggle to focus. Many pupils start at Newbury following difficulties in their previous schools, including exclusions or unmet learning needs. These experiences have often impacted their confidence and self-belief. However, in the school's supportive and aspirational environment, they receive encouragement and guidance, helping them to rebuild their resilience and engage more positively in learning. Despite their challenges, pupils benefit from a positive school culture where they show respectful behaviour, engage well, and respond positively to staff. Staff use thoughtful and caring approaches to help pupils feel safe, understood and supported. Outdoor pursuits like rock climbing and go-karting build pupils' confidence and teamwork. Careers guidance and work-related learning also broaden their aspirations, preparing them for future opportunities.

What the school should improve

• The school has not yet established a structured approach for teaching phonics and reading. As a result, some pupils struggle with literacy, which affects their confidence and ability to build strong reading skills. The school should ensure pupils access a structured phonics programme, wider reading opportunities, and consistent application of literacy initiatives when needed.
• In some subjects, particularly humanities and foundation subjects, the curriculum is poorly implemented. As a result, pupils find it challenging to build knowledge progressively and engage with more complex concepts. The school should ensure that the curriculum in all subjects, including the non-core subjects, is implemented well so pupils can build knowledge and develop understanding in all subjects.
• Variability in curriculum sequencing, assessment, and subject implementation leads to gaps in pupils' knowledge and fragmented learning. This is particularly the case for those pupils who have time away from school or find it challenging to engage in lessons. This affects their ability to build on their prior knowledge. The school should ensure that all pupils catch up on missed learning when they return to school or re-engage with lessons.

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