|Name||Talbot House Trust|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||15 May 2019|
|Address||Hexham Road, Walbottle, Newcastle-upon-Tyne, Tyne and Wear, NE15 8HW|
|Religious Character||Does not apply|
|Number of Pupils||50 (84% boys 16% girls)|
|Local Authority||Newcastle upon Tyne|
|Percentage Free School Meals||8%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Talbot House Trust was last inspected in 2017 and was judged to require improvement. It received a monitoring visit in September 2018. Since the monitoring visit, there have been several changes to staffing and leadership, including the headteacher. The school makes provision for pupils with social, emotional or mental health needs. Pupils arrive at the school at varying times of the year and into varying year groups. The number of pupils on roll has almost doubled since the time of the last inspection. All pupils have an EHC plan. There is a proportion of pupils who have a diagnosis of autism spectrum disorder. The school provides breakfast for pupils. One pupil is currently placed in alternative provision with Nacro. Several pupils receive tuition via the school’s outreach service due to complex social, emotional or mental health needs. Most pupils are White British, and the large majority are boys. The proportion of disadvantaged pupils is considerably higher than the national average. There are currently no pupils in key stage 1 or post-sixteen provision.
Summary of key findings for parents and pupils
This is a school that requires improvement Significant staffing turbulence has slowed school improvement. Middle leaders and some subject leaders are relatively new and do not have a thorough enough understanding of the requirements of their post. Pupils do not have sufficient opportunities to develop their knowledge and skills in some subject areas, including in English and mathematics. Governors provide some challenge, but it is not sharp enough. They do not have the skills required to provide a high level of challenge to leaders. Assessment processes do not enable teachers and leaders to capture a precise view of the progress made by pupils over time. At times, staff expectations of what pupils can do are too low and pupils receive too much support. Occasionally, pupils’ attitudes to learning are not always positive and they do not make the progress of which they are capable. The quality of teaching is variable throughout the school, across different year groups, subjects and phases. Teaching and learning are not consistently matched well to the needs and abilities of pupils. Most-able pupils, in particular, are not challenged sufficiently well in their learning. Absence and persistent absence, although reducing, remain above the national averages. The school has the following strengths The highly ambitious new headteacher, with the support of the trust, is starting to bring about the necessary changes. Staff are positive about the changes and are well supported by the headteacher. This is having a positive impact on improving the quality of teaching and pupils’ outcomes. The school provides a safe and nurturing environment for pupils to learn. Pupils feel safe. Effective support is provided to ensure that pupils’ well-being and mental health needs are met. Relationships between staff and pupils are very positive. Pupils enjoy school as a result. The majority of pupils behave well in lessons when the work they are asked to complete meets their needs and interests.