Burnside College

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About Burnside College

Name Burnside College
Website http://www.burnsidecollege.org.uk
Ofsted Inspections
Headteacher Mr Daniel Jamieson
Address St Peter’s Road, Wallsend, NE28 7LQ
Phone Number 01912598500
Phase Secondary
Type Foundation school
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1011
Local Authority North Tyneside
Highlights from Latest Inspection

What is it like to attend this school?

Burnside College has improved. Good staff training is developing the quality of education. Standards have risen year on year.

The curriculum is now more ambitious and demanding. Pupils are responding well to the challenging teaching in English, history and geography. Some subjects, such as mathematics, Spanish and French need to improve further.

Excellent leadership has created an outstanding sixth form. Students get very tailored teaching. They make rapid progress as a result.

Pupils' behaviour has also improved. Pupils conduct themselves well. Most are polite and friendly.

There are some pupils in key stage 3 who occasionally disrupt lessons, but t...he support that the school provides for them helps them to mature. Most of these pupils learn to manage their behaviour better. Incidents of poor behaviour in key stage 4 have reduced considerably.

Class tutors and the pastoral team do not tolerate bullying. They deal with it quickly. Pupils trust the staff and have good relationships with them.

The school provides a broad range of extra-curricular activities. There are lots of study classes available after school. There is a good range of clubs that attract lots of pupils.

But there are not enough trips to places of interest, such as art galleries or theatres. This is limiting pupils' cultural awareness.

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

Senior leaders have maintained a relentless drive to improve the quality of education.

They are committed to providing an ambitious curriculum. To achieve this, they know they need to reduce the turnover in teachers they have experienced. They have taken steps to reduce workload and are considerate of teachers' well-being.

The curriculum is broad in Years 7, 8 and 9. Curriculum leaders have improved their curriculum planning. They teach demanding knowledge, in line with the requirements of the national curriculum.

In most subjects, topics are sequenced carefully. In English, geography and history, this approach is helping pupils to develop a deep understanding. Pupils thrive on the challenging texts they study in English.

Studying demanding Shakespeare extracts in Year 7, 8 and 9 prepares pupils well for GCSE. In lessons, pupils often recap knowledge taught earlier, so they do not forget it. But in mathematics and modern foreign languages (MFL), staff turnover and absences have slowed the pace of improvement.

Leaders of these subjects have further work to do to make sure that pupils learn what they should.

Standards have been rising. Last year, attainment in GCSE examinations rose above the national average.

Pupils made much better progress. A broadly average proportion of pupils are opting to study the suite of subjects that makes up the English baccalaureate.

In some subjects, teachers provide well-structured opportunities for pupils to discuss and debate the topics they are studying.

This helps pupils to develop their understanding. However, in other subjects, pupils have fewer opportunities and have a weaker grasp of important vocabulary.

A growing number of pupils are transferring to Burnside College during the school year.

Some of these pupils have lost their way in education. Some present challenging behaviour. Occasionally, lessons are disrupted.

Leaders have plans in place to induct and support these pupils. Leaders only exclude pupils if they have exhausted other approaches. Exclusions are used fairly.

Over time, the number of exclusions has reduced considerably. This reflects leaders' determination to keep pupils in school. It is now rare for pupils to be excluded from key stage 4.

The number of pupils being placed in alternative provision is reducing.

Leaders give a generous amount of time to their guidance programme. They recognise that pupils need lots of information if they are to stay safe and develop as responsible citizens.

The guidance programme is wide-ranging and includes hard-hitting content. For example, Year 11 pupils learn about the risks and legal implications of sexting. Sex and relationships education is integrated into the programme in an age-appropriate way.

Careers guidance is of good quality. There are a range of topics included in subjects to build pupils' cultural awareness. But there are too few opportunities for pupils to visit places of interest.

The sixth form has also improved and now provides an outstanding education. The curriculum provides well for students who wish to follow academic and/or vocational routes. Across a wide range of subjects, the content taught is demanding.

Teachers are adept at tailoring what they teach for each student. They give extra help in free periods to students who need it. The curriculum also supports students' personal development exceptionally well.

They all do meaningful work experience. There is an extensive range of visits out of school that prepare students well for their next steps. Many progress to suitable university courses.

A growing number successfully find places at prestigious universities.


The arrangements for safeguarding are effective.

Staff take the duty upon them to safeguard pupils seriously.

They are knowledgeable about safeguarding because of the wide-ranging training they receive. Safeguarding leaders keep the staff well informed. They also provide helpful bulletins to parents about how they can keep their children safe.

Leaders have invested in a better pastoral system. As a result, they know which pupils are more vulnerable. They systematically check on the safety and well-being of these pupils.

Leaders keep detailed records of the actions they take. They work effectively with other agencies, as required.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is not yet sufficiently coherently planned and sequenced in mathematics and MFL.

However, it is clear from the actions that leaders have already taken to plan next year's curriculum and train staff in how to deliver it that they are in the process of bringing this about. For this reason, the transition arrangement has been applied in this case. Senior leaders need to ensure that curriculum leaders in these subjects have the time and support they need to address weaknesses in curriculum design.

They must also develop the skills of teachers in these departments, so they can implement the curriculum more effectively. . In some subjects, pupils do not get enough time to discuss topics.

Some teachers do not require pupils to use correct subject vocabulary when answering questions. This means some pupils' grasp of key vocabulary is not as strong as it needs to be. In addition, the lack of talk time leads some pupils to lose interest.

Leaders need to check teachers are providing enough time for talk and that pupils routinely use correct vocabulary. . Pupils do not get enough visits to places of interest, such as art galleries, museums or the theatre.

In particular, there are few trips for pupils in key stage 3. This is limiting pupils' awareness of culture. Leaders should ensure that pupils have more visits to places of cultural interest.

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