Outwood Academy Normanby, located in South Bank, Middlesbrough, underwent an inspection on February 27 and 28, 2024. The overall effectiveness of the school was rated as inadequate, with specific areas such as behavior and attitudes also marked as inadequate. The quality of education and personal development were rated as requiring improvement, while leadership and management were similarly assessed as needing improvement. The principal, Mark Robinson, leads the school, which is part of the Outwood Grange Academies Trust, overseen by interim CEO Lee Wilson and a board of trustees chaired by David Earnshaw.
The inspection revealed that while the school has raised expectations for student achievement and developed a broad and ambitious curriculum, it struggles to foster a positive and respectful culture. A significant minority of students exhibit disrespect towards adults and peers, leading to negative attitudes towards good conduct and behavior. This has resulted in some students not enjoying their school experience. The trust is actively supporting the school in addressing these behavioral issues, and there have been recent improvements in punctuality and a reduction in bullying and discriminatory behavior.
Despite these efforts, many students do not attend school regularly, which affects their academic performance. Some absences are linked to suspensions due to poor behavior, resulting in a lack of achievement for many students. The school is working with the trust to create a more positive environment where students can thrive. Staff members are present in the school to model expected behaviors and provide support to students struggling with behavior issues. While there have been improvements in classroom behavior, concerns remain regarding behavior in other areas of the school.
The curriculum is well-designed, allowing students to build knowledge and skills logically. Subject leaders have identified essential knowledge for students, and staff are trained to meet the needs of students with special educational needs and disabilities. However, persistent absence and frequent suspensions mean that many students miss significant portions of their education, leading to gaps in knowledge and poor performance in external examinations.
The school has implemented a personal development program that covers relationships, equality, diversity, and the importance of physical and mental health. While there are extracurricular activities available, participation is low, and opportunities for educational visits are limited, which restricts students' cultural experiences and aspirations.
Engagement with parents and carers is a priority for the school, which seeks to address barriers to student achievement. Staff members are committed to improving student behavior and well-being, demonstrating a genuine dedication to the students. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all students.
To improve, the school must address the lack of respect shown by some students towards adults and peers, ensuring consistent implementation of the behavior policy. Reducing persistent absence and the time students spend out of lessons due to poor behavior is crucial for enhancing educational outcomes. Additionally, the school should provide more opportunities for cultural enrichment to broaden students' experiences and aspirations. With the support of the trust, the school has the potential to make the necessary improvements to foster a more positive and effective learning environment for all students.
