Bamburgh School
Catchment Area, Reviews and Key Information

Primary & Secondary
Special school
3 - 16
Community special school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

A Parent's Guide to Choosing a Special School


Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals

Progress Compared With All Other Schools

- 1.6 GCSE Progress Score Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England)
Norham Avenue
South Shields
NE34 7TD

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. With your governors, you have taken action to address the areas for improvement noted in the previous inspection report. You work with determination, with governors and your senior leadership team, to improve provision and outcomes for pupils in your care. You accurately identify the strengths of the school and those areas that need further improvement. You are clear about how you and other leaders set about bringing about those changes to support further improvement. Staff are committed and hard-working. They are determined to do their best for the pupils. As a result, pupils enjoy their experience of school life. Parents and carers have well-justified confidence that the staff, together with you and other senior leaders, keep their children safe and help them to flourish. You have set about developing the curriculum so that it meets the very varying needs of your pupils. As a consequence, pupils enjoy a wide range of learning opportunities. These support their personal development and the development of basic skills in number and communication in particular. The breadth of the curriculum provides a wealth of further opportunities that support pupils’ preparation for living and the next stage of their education and training. Pupils are proud to be members of the school and value the support they receive ‘to be themselves’. The recent introduction of the ‘forest school’ has enhanced learning further. Staff work with one another to ensure that forest-school learning is linked to their current topics and so enhances learning taking place in the classroom. Alongside the development work on the curriculum, you have put in place a recording system that tracks pupils’ progress from their entry into the school. In response to previous areas for improvement, the ‘Bamburgh preferred method’ provides staff and pupils with clear, small steps for improvement towards pupils’ individual targets. This supports staff in planning learning that meets pupils’ needs. Pupils know what is expected of them. You use the system with other senior leaders and governors to evaluate how well pupils make progress, particularly in core subjects. Leaders recognise that further work is required to make full use of the tracking system to enhance the recording of progress across the range of foundation subjects. Through your monitoring work, you check with other leaders that teachers and classroom staff are using information about pupils’ progress to plan and deliver engaging and interesting lessons. During our visit to lessons, we observed pupils working individually with support and in small groups. This helps pupils to develop their confidence as learners. However, staff occasionally miss opportunities to move learning forward at appropriate moments. Staff use pupils’ responses well to identify pupils’ misconceptions. However, they use pupils’ responses less consistently to deepen their thinking. Governors know the school well. They know what needs to be done to take the next steps for further improvement. They are well informed and agree the priorities for the school based on the school’s accurate self-assessment. Governors share a common vision with you to promote pupils’ personal development and well-being alongside their achievement. They challenge you and your senior leaders to continue the process of improvement to meet their aspirations for pupils. However, planning is not as sharp as it could be because there are too few quantifiable measures for success. This limits the rigour with which they can hold you to account and the speed with which they can pursue further improvement. Nevertheless, their determination for the school to provide the best possible education for all its pupils sustains the whole staff’s efforts. With you, governors have taken steps to ensure that focused support and challenge are improving pupils’ progress, particularly in mathematics. The use of subject specialists in core subjects, working alongside phase leaders, is bringing about better rates of progress for pupils. This also supports improvement in the quality of teaching. You support staff to attend local and regional networking events to develop their practice further. You use moderation activities to develop a deeper understanding of pupils’ achievements. Safeguarding is effective.

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Very Likely
Less Likely

This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
0191 424 7746

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

Bamburgh School Reviews

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