Furrowfield School
Catchment Area, Reviews and Key Information

Special school

Whitehill Drive
NE10 9RZ
11 - 16
Community special school
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.

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A Parent's Guide to Choosing a Special School


Happiness Rating
Pupil/Teacher ratio
Persistent Absence
Free school meals

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You arrived in Furrowfield initially in a temporary capacity, following significant turbulence in leadership and governance after that inspection. You rapidly ‘took the bull by the horns’, leading by example, to ensure that the school recovered, to build morale and to continue the school’s journey to outstanding. You have successfully energised staff, governors and pupils in your ambitious vision. Together with the complementary skills of the leadership team, you have ensured that Furrowfield is a welcoming, safe, calm and purposeful school community. It is grounded in the high expectations you have to improve pupils’ life chances, to prepare them well for life after school and as citizens in modern Britain today. You have tackled the areas identified as needing improvement at the previous inspection effectively. For example, pupils’ progress in English is hastening, not least due to the significant range of planned opportunities pupils have to develop their reading and literacy skills throughout the day. Special reading sessions for pupils who struggled with reading in their previous schools help pupils catch up quickly to where they should be and to give them the confidence to ‘have a go’ at more complex texts. The improved curriculum and range of enrichment opportunities within and beyond the school day is enticing pupils back into learning successfully. While you acknowledge absence rates are still higher than average, they have reduced significantly as a result of actions taken. This includes support to pupils and families in times of great need and the strident action taken when support does not result in a reduction in rates. Your resolute focus on improving the quality of teaching is having the desired effect on its quality and pupils’ learning. Teaching is good and pupils usually make good progress from their often well below average starting points into school. English, mathematics and science books showcase the effort pupils put into their learning and the good progress they are making. Pupils’ achievements in art are strong. You and your senior team’s regular checks on teaching have recently identified that, occasionally, the most able are not always stretched enough. The development of pupils’ behavioural and personal qualities, including spiritual, moral, social and cultural dimensions is a real strength. Teachers, teaching assistants and the key worker for each pupil have a good understanding of pupils’ needs. This is as a result of the very good relationships they develop with pupils and the meticulous records they keep on pupils’ behavioural, social and emotional needs. Staff work together sensitively and successfully, to support and manage the complex behaviours of pupils. They are also becoming increasingly adept at helping pupils to take responsibility for their own behaviour. Consequently, the number of pupils subject to fixed-period exclusions is reducing well, as is the proportion who require physical intervention when serious incidents flare up. Governors have worked with you to secure recovery from the turbulent times and drive the school forward successfully. They review the school development plan regularly, to check progress of actions being taken. However, there are few measurable targets in the plan; consequently, governors cannot always check the full impact of actions on pupils’ progress over time. Governors accept that they have not been sharp enough in checking if the school’s website meets Department for Education (DfE) requirements fully. Safeguarding is effective. You have ensured that safeguarding arrangements are robust. Record-keeping for pupils at risk of harm and in need of protection, or who are being supported because of concerns, are meticulously kept and are of a high quality. When warning bells start to ring, you work closely with families and any relevant external agency to secure appropriate early help and support. When disclosures are made or safeguarding concerns identified, timely referrals are made to children’s social care or the designated lead for safeguarding in the local authority. Staff are well trained in all aspects of child protection and safeguarding and know how to respond to concerns. Staff are vigilant in ensuring that pupils are safe and understand how to keep safe, from risks in school, when on visits out of school, when online or from risks to their safety in the local community. Work is threaded through the personal, social, citizenship and economic education and tutorial time. This includes detailed work in managing risks from local concerns, such as anti-social behaviour, misuse of drugs and alcohol, knife crime, online grooming and sexual exploitation.

Furrowfield School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

0191 433 2757 / 0191 433 2109

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.

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