Prudhoe Community High School

Name Prudhoe Community High School
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 14 September 2016
Address Moor Road, Prudhoe, Northumberland, NE42 5LJ
Phone Number 01661832486
Type Secondary
Age Range 13-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 791 (50% boys 50% girls)
Number of Pupils per Teacher 18.2
Academy Sponsor Tyne Community Learning Trust
Local Authority Northumberland
Percentage Free School Meals 9.1%
Percentage English is Not First Language 1.6%
Persisitent Absence 15.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Prudhoe Community High School is smaller than the average-sized secondary school. The school moved into new buildings in September 2016. It provides a 16 to 19 study programme in addition to secondary education for pupils in the age range 13 to 16. Most pupils are of White British heritage. There are very few pupils from minority ethnic groups and very few speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is below average. A below-average proportion of pupils is supported through pupil premium funding. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 11. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school Prudhoe Community High School has improved substantially since the previous inspection because good leadership and management have lifted the quality of teaching and raised outcomes. The school now provides pupils in all year groups with good teaching, which enables them to progress well. However, there are still some lessons where limited challenge and pace mean that pupils finish tasks early and then waste time. Leaders have ensured that the move to new accommodation has not disrupted pupils’ learning. GCSE results in 2016 were better than the above-average 2015 performance and reflected pupils’ good achievement. Effective tracking systems enable leaders and teachers to check pupils’ progress accurately and provide good-quality support for those who fall behind. The marking of pupils’ work has improved substantially and is now good overall but with some variation. This is because a few teachers are still not adhering fully to the school’s policy, so their feedback to pupils does not meet the quality expected by leaders. The attendance of pupils has improved, but a small number of pupils, supported by pupil premium funding, do not attend school regularly enough. Good arrangements for pupils’ health, safety and welfare mean that they are kept safe and benefit from effective support. Pupils in Years 9 to 11 and learners on 16 to 19 study programmes have a very positive view of the quality of education that the school provides. Well-managed 16 to 19 study programmes enable learners to benefit from a wide range of vocational courses and academic subjects at A level. Teaching, learning and assessment are good at post-16 and enable the vast majority of learners to complete their courses successfully. Most learners successfully move on to university or their chosen careers. Pupils take a pride in their appearance and conduct themselves in a sensible manner in class and around school. The large majority of parents and carers have very positive views about the school and fully recognise the improvements that have been made. However, there is still much more scope to relate pupils’ work across the curriculum to everyday life and the world outside the classroom, especially in mathematics. The headteacher, governors and leaders at all levels work effectively to ensure that the school continues to improve.