New Mills School is a small and welcoming institution located in High Peak, Derbyshire. The recent inspection conducted on 13 and 14 September 2022 revealed that the school requires improvement in several areas, including overall effectiveness, quality of education, behavior and attitudes, personal development, and leadership and management. The school has a clear vision under the new headteacher, who has high expectations for both staff and pupils. The curriculum is ambitious, but there are concerns regarding the support provided to pupils with special educational needs and disabilities. Some students struggle to access the curriculum effectively.
Pupils benefit from a recently implemented 'ready to learn' policy, which has fostered a calm atmosphere in lessons. Teachers create positive learning environments, and while racist and homophobic language is not tolerated, instances of sexist language can sometimes go unchallenged. Students feel safe and trust their teachers to address bullying. The school has an active Pride club, which is valued by the pupils. However, there are gaps in pupils' understanding of fundamental British values, such as democracy.
The school offers an increasing number of extracurricular clubs, providing students with opportunities for residential visits and trips abroad. The curriculum is well-planned and sequenced in most subjects, with teachers demonstrating good subject knowledge. However, there are instances where teachers do not adequately consider the knowledge they want pupils to gain. A new assessment approach has been introduced, allowing teachers to check pupils' retention of knowledge over time, which has been positively received by staff.
While leaders have identified pupils needing additional support, they have not ensured that teachers have the necessary information to assist all pupils with special educational needs. Some of these students have gaps in their learning, and not all staff effectively help them develop their knowledge. Recent measures have been introduced to better meet the needs of pupils with special educational needs.
The library is a warm and welcoming space that many younger pupils access during breaks. Leaders are working on systems to support pupils who need extra help with reading. Pupils learn about various careers and how to prepare for the next stages of their education, but some desire more guidance regarding GCSE options. The newly introduced personal development program is beginning to benefit students, although there is still a lack of understanding regarding protected characteristics and a desire for more knowledge about different faiths and cultures.
Behavior management has improved, with a calm and positive atmosphere in classrooms. However, not all staff apply the behavior policy consistently, leading to some disruptive behavior around the school. Attendance remains a concern, with some pupils not attending as often as they should, resulting in missed educational opportunities. Leaders are using assemblies to encourage better attendance, but significant improvements have yet to be seen.
Staff feel well-supported, and new teachers appreciate the guidance provided. Governors share the headteacher's vision but do not always hold leaders accountable rigorously. Safeguarding arrangements are effective, with staff trained to recognize signs of risk. However, record-keeping regarding safeguarding actions is inconsistent, and leaders have not always conducted thorough checks on the welfare of pupils attending alternative provisions. The school is working on improving these systems and ensuring that leadership roles are clear and manageable to enhance oversight and effectiveness.
