River Tyne Academy Gateshead

What Ofsted said

From the inspection on 29 June 2022

River Tyne Academy Gateshead offers pupils a fresh start. Most pupils arrive having been permanently excluded from their previous school. Many arrive at a time of personal crisis. The staff take time to welcome pupils and assess their academic, social and emotional needs. All pupils are provided with carefully tailored programmes to help them adjust to a new school environment, and some have an extended period of transition. This includes a range of therapies to help pupils feel secure enough to learn again. When pupils are ready, they join other pupils at the main school site. Pupils and staff develop positive relationships. Staff work hard to gain pupils' trust and respect. As pupils are taught in small groups, they get lots of attention and help. There is always an adult on hand if a pupil feels overwhelmed. Over time, most pupils improve their behaviour and attendance. The strength of relationships between pupils means bullying rarely happens. If it does, it is quickly addressed. Expectations are high. Pupils are expected to apply themselves and to study for GCSE qualifications. Pupils' personal development is given equal importance. The academy provides a rich curriculum that helps to re-engage pupils. Some pupils successfully return to mainstream education. A strong careers programme ensures school leavers find appropriate places in education, employment or training.

What the school should improve

• Some pupils find it difficult to concentrate and stay focused in lessons for long periods. Because of this, it is particularly important that teachers have the necessary pedagogical skills to present subject matter clearly and concisely so that pupils are not cognitively overloaded. Leaders should ensure that their professional development programme supports teachers' pedagogical development so that these skills become more consistent across subjects.
• Scrutiny of books showed that, occasionally, some teachers do not ensure that missed work is revisited or that assessment checklists are completed. This results in some pupils having gaps in their knowledge. Leaders should look to share the good assessment practice in the academy so that this area also becomes more consistent.
• Occasionally, some adults use colloquial language to try and foster good working relationships with pupils. Staff should avoid this, as it does not support pupils' development of spoken English.

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