George Stephenson High School in Killingworth, Newcastle-upon-Tyne, underwent an inspection on November 27-28, 2019, and received an overall effectiveness rating of good. The school has shown significant improvement since its previous inspection, where it was rated as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision were all rated as good.
The school fosters a positive learning environment where staff maintain high expectations for both pupils and themselves. During lessons, pupils demonstrate attentiveness and respect, contributing to a culture of achievement. Strong relationships between teachers and pupils have led to improved examination results across various subjects. Most pupils exhibit good behavior during social times and take responsibility for their actions, although a small minority still struggle with this. Pupils feel supported by staff and are confident that any issues will be addressed promptly.
George Stephenson High School offers a broad and well-planned curriculum that provides a solid foundation of knowledge and skills for pupils in key stage three, preparing them for the more specialized curriculum in key stage four. The sixth form also offers a diverse range of academic and applied courses, with students receiving appropriate guidance to help them choose subjects that align with their strengths and interests. Leaders and governors regularly review the curriculum and are aware of areas needing improvement, such as the expansion of computer science offerings.
Teachers possess strong subject knowledge, and assessment practices are effectively utilized to monitor pupil progress. In subjects like modern languages, history, and geography, pupils can recall prior learning well. However, in mathematics, some pupils struggle to remember previously learned concepts due to less effective curriculum planning. The curriculum in mathematics does not revisit key concepts sufficiently, particularly in key stage three.
Pupils generally report that teachers encourage them to think critically about their learning. However, some students feel that the work in certain subjects, particularly English, can be too easy, lacking opportunities to engage with challenging concepts. There is a need for more depth in the English curriculum to enhance pupils' understanding across a wider range of subjects.
The school has made strides in supporting pupils with special educational needs and disabilities (SEND), ensuring they have access to well-planned literacy support. While some staff are well-equipped to meet the needs of these pupils, a broader professional development program would enhance consistency in support across the curriculum.
Students in the sixth form express pride in being part of the school community and serve as positive role models for younger pupils. Most students achieve well, with nearly all progressing to suitable higher education, training, or employment. Attendance has improved and is now at the national average, with effective strategies in place to enhance behavior and attendance among disadvantaged pupils.
The safeguarding arrangements at the school are effective, with staff well-trained in procedures and pupils aware of whom to approach for help. While a small number of pupils have concerns about bullying, inspectors found that the school has appropriate measures in place to address these issues.
To further improve, the school should focus on enhancing the depth and breadth of the English and mathematics curricula, ensuring that pupils are well-prepared for key stage four. Additionally, leaders should continue to develop opportunities for pupils to engage deeply with concepts across subjects and ensure that all staff receive the necessary training to support pupils with SEND effectively.
