Berwick Academy

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Berwick Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Berwick Academy.

To see all our data you need to click the blue button at the bottom of this page to view Berwick Academy on our interactive map.

About Berwick Academy


Name Berwick Academy
Website http://www.berwickacademy.co.uk
Inspections
Ofsted Inspections
Headteacher Mrs Tracy Hush
Address Adams Drive, Spittal, Berwick-upon-Tweed, TD15 2JF
Phone Number 01289305083
Phase Academy
Type Academy converter
Age Range 13-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 545
Local Authority Northumberland
Highlights from Latest Inspection

What is it like to attend this school?

Berwick Academy is an improving school.

Leaders have an accurate view of the school's strengths and priorities. Expectations of what pupils can achieve are high. The quality of education has improved and the curriculum is ambitious for all pupils.

Effective teaching is helping many pupils to grow in confidence and achieve well. However, some teachers do not use assessment well enough to check that pupils are ready to move on in their learning. This means that some pupils do not learn the curriculum as well as they should.

Pupils understand the importance of 'The Berwick Way'; being 'on time, on task and on side'. They know that this approach to school life wi...ll be just as important when they leave school. Pupils know that bullying will not be tolerated by leaders.

Most pupils are respectful and courteous. They feel safe in school. That said, the poor behaviour of a minority of pupils interrupts some lessons.

Pupils talk enthusiastically about the school's new library. There is excitement among those who are undertaking the Duke of Edinburgh's Award. Year 11 pupils studying physical education (PE) appreciate the opportunities to get involved in sports leadership courses.

However, pupils do not have a wide range of opportunities to experience and learn about different cultures and faiths.

There are strong relationships between teachers and students in the sixth form. Bespoke curriculums help students who might otherwise struggle to stay on in education.

Students are well supported to make choices for their next steps in education, employment and training.

What does the school do well and what does it need to do better?

Increased stability in senior leadership has helped to improve the school. The headteacher and senior team ensure that the right action is taken in the right order to address key priorities.

Senior leaders know what still needs to improve and have an accurate overview of the school's performance. Most staff feel well supported with their well-being and workload. They value the professional development that they receive to improve their teaching.

Some areas of leadership require further development. Some leaders do not accurately monitor the quality of education in the subjects for which they have responsibility. They are not addressing some important inconsistencies in how well the curriculum is implemented.

Leaders have strengthened the school's curriculum. There is high ambition for all pupils. Curriculum plans identify and carefully sequence the knowledge that pupils should learn.

The special educational needs coordinator (SENCo) works closely with subject leaders. Together they adapt the curriculum for pupils with special educational needs and/or disabilities (SEND) so that they can access the same learning as their peers.

Teachers give pupils opportunities to recap content that they have previously studied.

This is helping them to remember important content. Teaching assistants provide effective in-class support to pupils with SEND. Some teachers check pupils' understanding before moving on to new content.

However, some teachers do not use assessment well. In some cases, including in the sixth form, pupils move on to new subject content before they are ready. This means that gaps in their learning and understanding are not addressed well.

This limits the progress that they make in learning the curriculum over time.

Reading is high on leaders' agenda and there has been significant investment in supporting pupils to read well. The new library gives pupils wider access to high-quality texts.

Regular support is provided for the small number of pupils who need support with learning to read. However, this support is not targeted as well as it could be in helping pupils to rapidly develop the phonic knowledge they need in order to read well enough to access the full curriculum.

Behaviour has improved since the previous inspection.

Suspensions have fallen. Fewer pupils spend time out of lessons because of poor behaviour. However, low-level disruption still occurs in some lessons.

Some teachers do not consistently apply the school's behaviour policy. This confuses pupils and means that poor behaviour gets in the way of learning.

Leaders have improved the school's personal development offer.

Sports clubs have recently restarted. Leaders ensure that pupils develop their understanding of what it is to be a responsible citizen. Careers education is a strength.

The school meets the requirements of the Baker clause, which requires schools to provide students in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Local employers are regularly in school. Pupils understand how expectations in school match expectations in the workplace.

Pupils also understand the importance of tolerance and mutual respect. Sixth-form students spoke eloquently about LGBT rights. However, pupils do not have access to enough opportunities to learn about different cultures and faiths.

There is high ambition for post-16 students. The school has broadened the range of subjects on offer. There is a close-knit community of students in the sixth form.

They are enthusiastic about their learning and well prepared for their next steps. A very high proportion of students progress to their first-choice destination. Leaders have established effective partnerships with alternative providers for those students who need support.

Together, they provide personalised curriculums for students who might otherwise might not stay in education.

Trustees have clear oversight of the school. They know the school's strengths and weaknesses well.

The board of trustees has the skills and expertise to effectively hold leaders to account. Trustees offer considerable challenge to leaders when it is required. For example, they carefully scrutinise decisions to exclude pupils from school.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in school. Staff know that safeguarding is their responsibility.

They know what signs might indicate that a pupil may be at risk of harm and how to report their concerns. Staff responsible for safeguarding liaise effectively with outside agencies to seek help for pupils and keep detailed records of their actions. Safeguarding leaders use time in morning registration to raise pupils' awareness of the contextual risks that they may face outside school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some leaders do not accurately check the quality of the curriculum. They have not ensured that the curriculum is consistently well implemented in some subjects. Leaders should take action to strengthen leadership of some faculties so that the quality of education continues to improve.

• Teachers do not consistently make good use of assessment to inform their teaching. This is means that at times pupils are moved on too quickly in their learning and do not have a secure understanding of the curriculum content. Leaders should ensure that teachers use assessment effectively and consistently, including in the sixth form, to ensure that pupils know and remember more of the curriculum.

• Some teachers are not consistently applying the school's behaviour policy. As a result, low-level disruption is some classrooms has a negative impact on pupils' learning. Leaders should ensure that the behaviour policy is implemented so that pupils demonstrate consistently good behaviour in all lessons.

• Pupils do not have access to a wide range of opportunities to broaden their cultural horizons. As a result, pupils do not have a secure knowledge of other faiths and cultures. Leaders should develop the curriculum to ensure that it helps pupils to better understand and appreciate different groups of people that make up modern Britain.


  Compare to
nearby schools