Newington Academy


Name Newington Academy
Website http://www.newingtonacademy.org
Ofsted Inspection Rating Outstanding
Inspection Date 10 December 2019
Address Dairycoates Avenue, Hull, HU3 5DD
Phone Number 01482305630
Type Primary
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 362 (52% boys 48% girls)
Number of Pupils per Teacher 20.4
Academy Sponsor Academies Enterprise Trust (Aet)
Local Authority Kingston upon Hull, City of
Percentage Free School Meals 25.8%
Percentage English is Not First Language 37%
Persisitent Absence 15.3%
Pupils with SEN Support 17.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

What is it like to attend this school?

Newington Academy is a great school on the Humber estuary. Pupils love the school and enjoy their lessons. Staff truly believe that there is no limit to what pupils can achieve. Leaders have thought carefully about what pupils need to learn and when and, as a result, pupils’ work is of high quality and they achieve high standards.

Leaders have very high expectations for all pupils and want them to achieve their very best. Pupils gain very good knowledge and skills across a wide range of subjects. They talk with confidence about what they know and what they can do. The school’s motto of ‘Find your remarkable’ permeates every aspect of school life.

The school is a very caring, friendly and inclusive place. Pupils are eager to learn and excited about studying different subjects. This is because classrooms are inspiring and trigger pupils’ curiosity. Staff work very hard and teach pupils exceptionally well. Pupils and children who join the school during the year are made to feel welcome and settle in quickly, making many new friends.

Pupils behave exceptionally well. They told us that bullying is very rare here but, if it happens, teachers sort it out quickly. Pupils have many opportunities to join different clubs such as gardening and music as well as sporting activities. Pupils also take on roles such as those of school councillor and Freddy Fit leader.

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

The headteacher and her staff are passionate and determined that pupils in the school are inspired and well prepared to choose a remarkable life and be the best they can be. They have designed a curriculum that is ambitious and engaging. Different subjects are interconnected through different themes. Teachers make sure that pupils learn the right things, in the right order, in all subjects. As a result, pupils achieve highly and are very well prepared for the next steps in their education.

Reading is a very high priority in the school. Leaders have worked hard to strengthen the early reading curriculum. As a result, pupils quickly learn to read with fluency, accuracy and confidence. Pupils’ love of reading is very clear for all to see. Books are carefully matched to the sounds pupils know so that they quickly enjoy reading. Through key stage 2, there is a strong focus on pupils’ understanding of a wide range of texts. The curriculum is clear and well sequenced. As a result, pupils build up their knowledge and skill over time in, for example, retrieval, inference and prediction.

Leaders have the highest expectations of what children can achieve from the moment they start school. The early years curriculum is highly ambitious and exciting. Leaders make sure that children get off to an excellent start with reading and mathematical skills. Children also learn new things across a wide range of activities. Adults are experts in phonics teaching. Teachers prioritise phonics lessons, games and activities every day so that children quickly learn to say and read sounds.All children, including those with special education needs and/or disabilities (SEND), can already read simple words and simple sentences. The needs of the most able children and those with lower starting points are very well met. Relationships are excellent, right from the start, between staff, children and their families. Care and attention to small things make a big difference. For example, teachers give ‘jitter dust’ to children to sprinkle on themselves the night before they start school, to ease any fears. As a result, children feel excited about starting school. These positive relationships mean that children want to try hard for their teachers. They quickly take on board the high expectations in behaviour and learn to be good friends and treat each other in a kindly way.

The curriculum is designed to meet the needs of all pupils. It is expertly structured to ensure that pupils access, learn, practise and remember lessons in all subjects. As a result, pupils with SEND are confident and achieve well. Adult support is carefully considered so that all pupils get the help they need. Pupils with SEND are fully involved in and enjoy school life. Similarly, disadvantaged pupils are very well supported from their different starting points. Pupils and their families are given support to ensure that they have full access to all the opportunities the school offers both in and out of the classroom such as music lessons, resources and residential trips.

Media work is threaded through the curriculum for everyone. It helps pupils to research, revisit and recall learning. Pupils think creatively about how to present and record information. This work helps them to develop social skills too. Pupils join a wide range of lunchtime activities and after-school clubs, such as sports clubs, gardening and chess. The clubs are very popular. Leaders make sure that all pupils are able to join in.

Pupils’ attitudes to learning are exceptional. We did not see any pupil not paying attention in lessons. This is because leaders and teachers carefully plan learning activities and deliver them exceptionally well.

Leaders engage very well with staff and parents. Staff are highly committed and care for the children and pupils at the school. Teachers provide a high-quality education and value the support and training leaders provide. Parents are extremely positive about the school’s work. Governors and trustees provide excellent challenge and support to school leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, supported by the trust, ensure that safeguarding records are accurate. They carry out appropriate recruitment checks to make sure that all adults are safe to work with pupils. The designated safeguarding leader and her team are dedicated and make sure that there is a strong culture of keeping children safe in the school. Staff receive regular training and understand any issues in the local area, including domestic violence and children’s criminal exploitation, also known as county lines.They know what to do if they have any concerns. Pupils know how to stay safe at school and online. They also know who to go to if they are worried.