Newfield Secondary School

What Ofsted said

From the inspection on 23 June 2026

Pupils experience a calm, orderly school where clear routines help them feel safe and ready to learn. Staff greet pupils warmly each morning and set a purposeful tone for the day. Around the site, pupils move sensibly and respectfully. They say that they feel well known by adults who listen and help when needed. Bullying is uncommon, and when issues arise pupils report that staff act quickly to resolve them. Pupils trust the adults who care for them and know who to speak to if they are worried. In lessons, pupils’ behaviour is excellent. They follow instructions, settle quickly and engage positively with learning. Pupils say that clearer expectations and consistent routines help them stay focused. The school has introduced several changes recently, and some pupils are still adjusting to these. Even so, most recognise that the new systems help the day run smoothly and support their learning. Pupils enjoy learning and talk confidently about what they are studying. They can articulate ideas using complex vocabulary. Pupils’ achievement is improving, and they understand why attending school every day matters. This is reflected in the significant rise in attendance seen recently. Pupils develop a secure understanding of the wider world and life in modern Britain. They speak knowledgeably about staying safe online, forming healthy relationships and topical developments such as social media bans. They contribute positively to community projects such as the Gleadless Valley Regeneration Programme. The school’s Pupil Parliament leads important work at school including changes to uniform, monitoring pupil wellbeing and revising the food options in the school canteen. Pupils feel they belong at the school. They enjoy a wide range of clubs, trips and enrichment opportunities, from gardening and seaside trips to a Christmas cabaret. These experiences help them develop new interests and feel part of the school community. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) take part in these activities in high numbers because leaders work hard to remove barriers faced.

What the school should improve

• Leaders should ensure that teaching is consistent across subjects so that all pupils, including those who are disadvantaged, achieve well over time.
• Leaders should fully embed the careers programme so that pupils build their knowledge year by year and receive clear, timely guidance that prepares them well for their next steps.

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