Longbenton High School, located in Newcastle-upon-Tyne, has been evaluated positively in its recent inspection, achieving an overall effectiveness rating of good. The school is recognized for its caring environment, where parents and carers feel that staff know the pupils well. Students express enjoyment in their learning experiences, noting that teachers provide necessary support to help them succeed. During the pandemic, the school ensured that all pupils had access to learning resources and support, which contributed to maintaining educational continuity.
Recent leadership changes have led to raised expectations for both staff and pupils, resulting in improvements in the quality of work produced. The atmosphere within the school is generally calm and focused, with many pupils demonstrating positive attitudes towards their education. However, there are challenges regarding pupil behavior, as a minority struggle to maintain focus during lessons, which can disrupt the learning environment. While incidents of bullying are addressed promptly by school leaders, there is a need for more consistent management of disruptive behavior in classrooms.
Attendance is generally good, but there are concerns about punctuality, with some pupils arriving late to school. The curriculum offered is broad and varied, with leaders ensuring that pupils in Year 9 have sufficient time to delve deeper into subjects, aiding their decision-making for key stage 4 options. The school has made strides in strengthening its curriculum since the last inspection, making it more ambitious and well-sequenced, which helps pupils retain knowledge.
Teachers are actively checking pupils' understanding in most subjects, particularly in science and history, where assessment practices are effectively utilized. However, in mathematics, there are inconsistencies in how understanding is assessed, leading to gaps in knowledge for some pupils. This inconsistency extends to other subjects as well, indicating a need for a more uniform approach to assessment across the school.
In the sixth form, the school has expanded its subject offerings in collaboration with a local school, providing students with a wider range of pathways for their future. Leaders are also prioritizing reading support, having appointed experienced staff to implement a phonics-based approach to assist pupils who struggle with reading.
Pupils with special educational needs and disabilities receive good support, allowing them to access the curriculum alongside their peers. Teaching assistants play a vital role in encouraging participation and engagement in lessons. While most pupils exhibit positive behavior, a minority do not consistently meet the school's expectations, leading to disruptions in learning. Leaders are actively working to improve attendance and punctuality among specific groups of pupils.
The school has made significant efforts to enhance pupils' personal development through changes to the pastoral system, including the introduction of a house system. The personal development program aims to prepare pupils for life in modern Britain, fostering confidence and encouraging involvement in school activities. Governors are ambitious for the school and provide effective support and challenge to the leadership team.
The safeguarding arrangements at Longbenton High School are robust, with staff receiving training to recognize and report concerns regarding pupil well-being. Pupils are educated on safety, including internet safety, and pre-employment checks ensure that staff are suitable to work with children. Overall, while the school has many strengths, there are areas for improvement, particularly in addressing punctuality and behavior management to ensure that all pupils can learn effectively.
