Gosforth Junior High Academy is a welcoming and inclusive school located in Newcastle-upon-Tyne. The recent inspection conducted on November 7 and 8, 2023, rated the school as good across all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, and leadership and management. The principal, Denise Waugh, leads the school, which is part of The Gosforth Federated Academies Limited, overseen by CEO Hugh Robinson and a board of trustees chaired by George Snaith. The school has a history of high performance, having been rated outstanding in its last inspection 12 years ago.
The school fosters strong relationships among its community members, creating a supportive environment where pupils feel safe and valued. High expectations are set for all students, including those with special educational needs and disabilities. The curriculum is designed to ensure that pupils acquire essential knowledge and skills, with a particular emphasis on reading, which is prioritized through various initiatives. Pupils demonstrate enthusiasm for learning and achieve well academically.
Behaviour at the school is commendable, with pupils displaying politeness and courtesy. The atmosphere in classrooms is calm and purposeful, allowing students to engage fully in their learning. The school offers a variety of extracurricular activities, including clubs for choir, debate, and chess, as well as opportunities for residential trips and local site visits. These experiences contribute to the personal development and confidence of the pupils.
The school has a clear understanding of the knowledge that pupils need to learn and has sequenced this knowledge logically throughout the curriculum. Teachers utilize their subject expertise to create engaging learning activities. However, the approach to assessment is still developing, and there is inconsistency in how it is applied across the school. This inconsistency can hinder teachers’ ability to plan effectively for future learning.
The school is proactive in identifying pupils with special educational needs, providing them with tailored support to ensure they can access the same ambitious curriculum as their peers. Reading support is also available for those who struggle, fostering a love of reading through various initiatives and peer support programs.
While the overall attendance of pupils is high, some vulnerable groups do not attend as regularly, which can impact their learning experiences. The school recognizes the importance of improving attendance rates for these groups to ensure they benefit fully from the education provided.
Pupils’ personal development is well supported through a curriculum that teaches them essential life skills and knowledge relevant to modern Britain. They learn about British values, health, and online safety, and have opportunities to develop leadership skills through elected roles. The school promotes an environment of equality and respect, where pupils feel comfortable being themselves.
Staff at the school report feeling valued and supported by leadership, contributing to a positive working environment. The governance structure, including trustees and academy advisors, provides both challenge and support to the school.
The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. The school is committed to continuous improvement, particularly in the areas of assessment consistency and attendance for vulnerable groups, to enhance the overall educational experience for all students.
