Newland School for Girls

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About Newland School for Girls

Name Newland School for Girls
Ofsted Inspections
Headteacher Ms Vicky Callaghan
Address Cottingham Road, Hull, HU6 7RU
Phone Number 01482343098
Phase Academy
Type Academy converter
Age Range 11-16
Religious Character Does not apply
Gender Girls
Number of Pupils 650
Local Authority Kingston upon Hull, City of
Highlights from Latest Inspection

What is it like to attend this school?

This small school feels like a community. It is a caring environment where pupils feel supported. Parents say that their children are nurtured by staff and pupils feel their voices are listened to.

Pupils are pleasant and courteous. They happily shared their experiences with inspectors.

School leaders, including governors, have high aspirations for pupils.

They believe it is their responsibility to create young women who are prepared to be leaders of the future. Pupils at this school believe they can 'achieve anything'. Pupils are encouraged to be active citizens.

They have undertaken elected roles, such as Young Mayor and members of local youth parl...iament. Leaders work hard to provide opportunities that will broaden pupils' horizons.

Staff form strong relationships with pupils.

As a result, pupils feel their opinions are valued. Pupils talk respectfully about difference and valuing diversity. Leaders ensure that pupils learn about tolerance.

Bullying is rare. If bullying does occur, pupils agree that it is dealt with effectively by staff. Pupils are encouraged to resolve their differences through discussions.

Pupils are mature and sensitive in how they express their opinions.

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

Since the previous inspection, the school has increased ambition for what pupils can achieve. More pupils are studying separate sciences and languages in Years 10 and 11.

Nearly three quarters of pupils are entered for the English Baccalaureate. In most subjects, staff are ambitious for what they want all pupils to learn. This is not yet the case for all subjects.

In some subjects, leaders do not have high enough expectations of what pupils should learn. In some subjects, such as history and geography, pupils currently opt for their examination courses at the end of Year 8. This means pupils are not able to develop a deep enough understanding of important ideas.

In most subjects, pupils achieve well and can explain what they have learned. Teachers check pupils' understanding well and uncover gaps in their knowledge. Teachers address these gaps by revisiting previously taught content.

This helps pupils learn effectively. The vast majority of pupils are actively engaged in lessons. They are keen to do well.

Teachers work hard to ensure that all pupils can access the full curriculum. Pupils with special educational needs and/or disabilities (SEND) are effectively supported to achieve highly. Leaders provide personalised learning passports to help staff support pupils with SEND.

Teachers help pupils who speak English as an additional language. Teachers creatively adapt their plans so that these pupils can successfully access the curriculum.

Leaders have made reading a priority and are committed to helping struggling readers.

Leaders ensure they have an accurate understanding of pupils' reading abilities. They put effective support in place to help them where necessary. The library is a well-used and much-valued space in school.

Pupils, generally, behave very well, in and out of lessons. They are respectful of each other and have strong relationships with staff. On the few occasions that pupils do not behave as well as they should, teachers follow the school's behaviour policy.

This is effective in reducing incidents of poor behaviour. Teachers reward positive behaviour with the school's 'Newland dollars'.

Since the COVID-19 pandemic, leaders have placed an increased importance on the well-being of pupils.

Pupils value the pastoral mentors and trust the adults in school. There is a mental well-being hub that pupils can access.

Pupils engage in lively discussions about important issues in daily tutor time sessions.

Teachers tackle topics such as mental health, diversity, healthy relationships and LGBTQ+ issues. Leaders ensure staff are supported to do this effectively through regular training. Pupils have their voices heard and even deliver whole-school assemblies on topics that are important to them.

They talk maturely about their responsibility to break down stereotypes and challenge discrimination.

Year 11 pupils spoken to value the careers guidance they receive. They receive individual sessions with a careers adviser.

This helps them with planning for their future. Leaders have plans in place to develop the workplace encounters they offer to pupils.

Staff are proud to be members of this school.

The majority of staff feel that their workload is well considered. Leaders have a clear plan for education recovery following the COVID-19 pandemic. The headteacher has identified the priorities and is clear about the next steps.

Trustees are effective in holding leaders to account. They visit the school termly. They are clear about the school's strengths and areas for development.


The arrangements for safeguarding are effective.

This is a school that prioritises the well-being of its pupils. Pupils feel safe in school and trust the adults to support them.

Leaders ensure that pupils learn how to keep themselves safe. Pupils talk confidently about how to protect themselves online.

Leaders have ensured safeguarding systems are clear and robust.

Staff are confident in what signs to look for to identify children who might be at risk of harm. They know how to report any concerns. Leaders are proactive in securing timely external support where relevant.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, curriculum plans are not specific enough about the subject con-tent that leaders want pupils to learn or how new learning should build on pupils' prior knowledge. Because of this, pupils do not learn as well as they could in these subjects. Leaders should ensure that all curriculum plans are sufficiently ambitious and identify precisely what pupils should know and how learning should build overtime.

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