The Newbridge School
Catchment Area, Reviews and Key Information

School Guide Rating
Not Rated

Forest Road
LE67 3SJ
11 - 14
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4 1 1 2 3 4
Ofsted Inspection
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your deputy headteacher and senior leaders are a committed and unified team, who have high expectations for pupils. You are very honest in your evaluation of the school, and therefore have a highly accurate view of the school’s strengths and weaknesses. Your school development plans are detailed and well thought out. They include clear success criteria, which enable you and governors to measure the school’s success in meeting these milestones. You have taken effective action in response to the areas for improvement identified through your self-evaluation. For example, turbulence in staffing arrangements meant that pupils were not making the same consistently good progress in mathematics as they were in English and science. The use of supply teachers was negatively affecting pupils’ experiences in this subject. You provided additional support to leadership and teaching in the department. As an interim measure, you and your assistant headteacher took on the teaching of some classes. Pupils are now making better progress in mathematics, and you have bought the school time in order to solve the issue of recruiting high-quality staff. Your use of pupil premium funding has been effective in improving the attendance and achievement of disadvantaged pupils. You and your staff looked very carefully at the evidence of which actions were likely to have the greatest impact and you tailored support for these pupils accordingly. Your current information shows that you have been successful in ensuring that disadvantaged pupils are now making faster rates of progress, not only in the core subjects of English, mathematics and science, but also in other subjects. The appointment of an attendance officer has been instrumental in ensuring that disadvantaged pupils attend school more regularly. However, you recognise that the poorer attendance of girls has become a concern. You have worked effectively to develop the school’s middle leaders. These leaders are now more fully involved in monitoring and evaluating teaching in their own areas, and work with you and senior leaders to bring about the improvements. The departmental self-evaluation reports are a useful tool for middle leaders to reflect on strengths and weaknesses and to devise improvement plans. They also keep governors informed about the work of different departments. Many of your middle leaders are taking part in leadership development courses. Aware of the recruitment and retention difficulties your small school may face, you work hard to ensure that there are opportunities for staff to develop their practice, skills and experience. You have formed effective partnerships with local schools that are helping you to improve and develop many aspects of the school’s work. For example, you have worked with leaders and staff from the Ashby and Coalville Education partnership (ACE) to develop and implement a common system of assessing pupils across all schools. This ensures that pupils maintain a steady path of progression as they move between primary, high and upper schools. Pupils who spoke with inspectors understand the system well, and know what they have to do to ensure that they remain on their pathway. Likewise you use your links with the Forest Teaching School Alliance to best effect, to ensure that there are opportunities for teachers and leaders to develop, learn from and share best practice. Following the school’s previous inspection, you were asked to continue to improve the quality of teaching, learning and assessment in the school. You have been successful in meeting this objective. For example, the ‘professional learning communities’ (PLCs) enable staff to learn from each other and work together to improve teaching. You ensure that the work of the PLCs is closely aligned to the school’s main areas for improvement. You use performance management effectively to promote good practice, again ensuring that teachers’ targets for improvement are meaningful and helpful to the whole school. Where you have identified teaching that was not up to the standard you expect, you put appropriate support in place. The measures you have taken have ensured that teaching is consistently good throughout the school. Your teachers have good subject knowledge, and good command of their classrooms. They use the assessment system well to ensure that pupils know how to secure progress within their designated pathway, or move up to the next one. You have identified that too few of the most able pupils are working within the highest pathway, and have made this a key focus of your work this year. Inspectors agreed with your findings. There are too few opportunities in class for these pupils to develop their skills and talents in sufficient depth. While pupils know what the success criteria are for the highest pathway, teachers do not always provide them with a clear model of how to get there, or of what truly outstanding work looks like in their subject. Some parents expressed their concerns about whether the homework set for pupils is sufficiently challenging. Inspectors saw little evidence of how homework was used to stretch and develop learning, especially for the most able pupils. You have made some changes to the marking and feedback policy to ensure that it is not overly burdensome for teachers, but remains helpful for pupils. We saw some effective examples of the policy, for example where teachers identify which areas the class as a whole found difficult, and pupils could select which applied to them. There are instances where teachers correct the same errors time and time again, thus adding to their workload. You agree that there may be more efficient means of getting pupils to understand their errors, in line with your policy. You have identified that a small number of pupils present particularly challenging behaviour and, on occasion, can be disruptive in class. Your records show that serious incidents are few and far between, and are dealt with appropriately. The pavilion, or ‘Pav’ room, is used well to provide a safe space for pupils who find it difficult to contain their emotions. Here, they receive one-to-one support and guidance from a trained counsellor, who is skilled in defusing difficult situations and re-focusing pupils on their learning. In our observations of learning, pupils concentrated well and there was no evidence of any low-level disruption. However, pupils’ conduct as they moved around the school was not always of the high standard you expect. Pupils who spoke with inspectors were enthusiastic about the range of clubs and extra-curricular activities on offer. At lunchtime, many were involved in organised sports such as football and dodgeball, while others played table tennis or read in the library. Parents recognise this aspect of the school’s work as a real strength, praising the efforts of staff to provide a balanced, rounded education. As one wrote, ‘I have been very impressed with the opportunities my child has had both within the curriculum and through enrichment activities. The facilities and resources on offer are fantastic and used effectively to benefit and inspire the pupils.’ Governors are effective in holding you and other leaders to account. The information you provide to them is helpful in enabling them to challenge you to bring about improvement. Through the committee structure, they monitor the school’s progress against agreed actions. They use their skills and expertise well. For example, they carefully check that the school’s safeguarding procedures are fit for purpose and are working well to promote pupils’ welfare. You wisely seek out external advice and guidance, using colleague headteachers from the ACE partnership to review your work and help you identify strengths and weaknesses. A school improvement partner works across schools in the partnership to provide an external evaluation of your work. You and your governors recognise that greater accountability within these partnerships would benefit all schools.

The Newbridge 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

0116 3056684

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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