Outwood Academy Bydales, located in Marske-by-the-Sea, Redcar, North Yorkshire, has undergone an ungraded inspection on 28 and 29 November 2023. The school has maintained its overall judgement of outstanding since its last graded inspection in January 2018. However, the evidence gathered during this recent inspection indicates that the school may not achieve the same high rating if a graded inspection were conducted at this time. The principal, Robert McGreal, leads the school, which is part of the Outwood Grange Academies Trust, overseen by interim chief executive officer Lee Wilson and a board of trustees chaired by David Earnshaw.
The school is deeply integrated into its community, striving to understand its pupils and their families. It collaborates with parents and carers to eliminate barriers to learning, fostering a respectful and friendly environment among students. High expectations are set for pupil achievement, supported by an ambitious curriculum developed in conjunction with the trust. Pupils demonstrate positive attitudes towards their education and perform well in their GCSE examinations, progressing to post-16 training and education that aligns with their interests and needs.
A culture of good behavior is being cultivated, with pupils understanding that behaving well is part of their identity. The school maintains a calm and orderly atmosphere, addressing any misbehavior promptly and helping students take responsibility for their actions. A variety of extracurricular activities, including sports, music, and art, are available, alongside educational trips that enrich the students' learning experiences. Pupils are also involved in student voice groups, contributing to school life and the local community.
The school excels in providing a well-structured academic curriculum that allows pupils to build knowledge and skills coherently. Recent curriculum developments have focused on enhancing pupils' understanding and encouraging them to think like subject specialists. The curriculum is broad at key stage three, with a significant number of pupils studying for the English Baccalaureate at key stage four. Pupils with special educational needs and disabilities are well-supported, receiving the same curriculum as their peers, with appropriate training provided for teachers and teaching assistants.
Reading is prioritized, with pupils encouraged to read frequently in various settings. The school selects diverse texts that reflect the world around the students, promoting engagement and a love for reading. Teachers demonstrate strong subject knowledge and employ effective teaching strategies, although there are instances where the implementation of the curriculum does not fully meet its ambitious intent. In some subjects, the depth of knowledge and understanding may not be adequately developed.
The school has established effective behavior management strategies, minimizing disruptions to learning. A comprehensive personal development program educates pupils on relationships, equality, and safety, including online safety. Careers education is a notable strength, equipping pupils with the information and experiences necessary for informed post-16 choices.
Leadership and management are effective, with the trust providing valuable support for curriculum development. The governing body holds the school accountable while ensuring staff well-being and manageable workloads. Safeguarding arrangements are effective, contributing to a safe learning environment.
To improve, the school must ensure that all teachers receive the professional development needed to deepen pupils' subject knowledge and understanding, particularly in areas where the curriculum's ambitious intent is not fully realized. The next inspection will be a graded one, which will further assess the school's performance and areas for development.
