Newhouse Academy

What Ofsted said

From the inspection on 15 November 2023

Over recent years, staff have increased their ambition for pupils at Newhouse Academy. Pupils are learning more effectively than they did in the past. However, many pupils do not achieve as well as they should because the delivery of the curriculum is uneven. Typically, pupils appreciate the new and improved approach to behaviour management. Most pupils strive for the high standards of behaviour and conduct that the school sets. Pupils usually behave well in lessons and around the school site. This helps them to feel happier in school than they did in the past. Pupils learn about the importance of respect. They typically treat other pupils well. Staff deal with incidents of unkind behaviour effectively. This means that pupils feel well cared for and safe. Pupils and staff have positive relationships. Pupils are well supported to develop appropriate attitudes towards learning. The majority of pupils are keen to learn. They usually participate well in lessons. Pupils appreciate the 'our people' programme that supports their personal development. They are skilfully introduced to well-chosen topics and materials to help them understand themselves and the world around them. This helps pupils to develop important values and character traits, such as aspiration, integrity and respect.

What the school should improve

• In some cases, the activities that pupils are asked to do in lessons do not help them to gain the knowledge that they are expected to learn. This impedes some pupils from making the progress that they should through the curriculum. The school should ensure that staff are suitably equipped to deliver the curriculum consistently well, so that pupils learn all that they should across the subjects that they study.
• Some teachers do not use assessment information as well as they should. This means that pupils do not get the support that they need to address gaps in their knowledge. This affects pupils' readiness to learn new content and it hinders their progress through the curriculum. The school should ensure that teachers know how to spot gaps in learning and reshape their teaching to help pupils learn all that they should.
• The support for some pupils who are at the earliest stages of learning to read is not as timely or sustained as it should be. Some of these pupils do not make sufficient gains in their knowledge to read with confidence, fluency or comprehension. The school should ensure that the support for reading enables pupils to overcome the barriers that stop them from being successful.

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