Tyne and Wear
Headteacher: Mr Jeff Lough
School holidays for Linhope PRU via Newcastle upon Tyne council
145 boys 73%
55 girls 28%
Last updated: June 20, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- April 1, 2000
- OSGB coordinates
- Easting: 419719, Northing: 566728
- GPS coordinates
- Latitude: 54.995, Longitude: -1.6933
- Accepting pupils
- 5—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 26, 2013
- Region › Const. › Ward
- North East › Newcastle upon Tyne North › Denton
- Urban > 10k - less sparse
- SEN Facilities
- PRU Does have Provision for SEN
- Pupils educated by others
- PRU Does offer tuition by another provider
- Investor in People
- Committed IiP Status
- Free school meals %
- Learning provider ref #
- Denton Park Middle School NE52NW
- Thomas Bewick School NE52LW (144 pupils)
- 0.1 miles Beech Hill Primary School NE52LW (397 pupils)
- 0.2 miles West Denton High School NE52SZ
- 0.2 miles All Saints College NE52SZ (207 pupils)
- 0.2 miles Studio West NE52SZ
- 0.5 miles Farne Primary School NE54AP (251 pupils)
- 0.6 miles West Denton Primary School NE51DN (320 pupils)
- 0.6 miles Westerhope Primary School NE51NE (456 pupils)
- 0.6 miles St Mark's RC Primary School NE54BT (198 pupils)
- 0.7 miles Cheviot Primary School NE54EB (187 pupils)
- 0.7 miles Hilton Primary School NE53RN
- 0.7 miles St John Vianney RC Primary School NE51DN (251 pupils)
- 0.7 miles Chapel Park Middle School NE51SH
- 0.7 miles Chevyside Middle School NE54EB
- 0.7 miles Parkway School NE51DP
- 0.7 miles Redewood School NE52ST
- 0.7 miles St Aidan's School NE51DP
- 0.7 miles Hilton Primary Academy NE53RN (407 pupils)
- 0.9 miles Simonside Primary School NE54LG (199 pupils)
- 0.9 miles Thomas Walling Primary School NE53PL (414 pupils)
- 0.9 miles Lemington Middle School NE157LS
- 0.9 miles Thomas Walling Primary School NE53PL
- 1 mile Knop Law Primary School NE51LH (408 pupils)
Ofsted report (transcript)
Linhope, Linhope Road, West Denton, Newcastle-Upon-Tyne, Tyne and Wear, NE5 2LW
|Inspection dates||26–27 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Leadership, management and governance are |
Achievement is good; students make good
Teaching is solidly good; it is occasionally
outstanding. There is a constant and effective
drive to keep improving teaching and
progress as they catch up on what they have
often missed in mainstream schools.
outstanding. There is no inadequate teaching.
| Students behave well in and out of the |
The school is well placed to keep improving. A
classroom. Attendance is exceptionally good.
Students try hard to succeed in their work.
Students feel safe in school and at all of the
other sites at which they spend time.
strong capacity for improvement has been
clearly demonstrated in the way that areas for
development have been addressed since the
| Teaching is not yet outstanding. Teachers do |
not sufficiently make it clear to students what
they need to do to improve their work to
reach a higher standard.
| There are times when teachers could expect |
students to take on more responsibility for
their learning and behaviour and encourage
them to work with more independence.
Information about this inspection
- Eleven lessons and 9 different teachers were observed.
- Many discussions were held with senior and middle managers.
- Meetings were held with the chair and several other members of the management committee
and also with a representative of the local authority and the school achievement partner.
- One parent responded to Ofsted’s on-line questionnaire (Parent View); inspectors took into
account the views of 16 parents as expressed in the school’s own questionnaire.
- Inspectors talked to students throughout the inspection and looked at examples of work in their
- Inspectors visited a sample of the alternative providers that students attend for parts of each
|Alastair Younger, Lead inspector||Additional Inspector|
|John Ellwood||Additional Inspector|
Information about this school
| Most students attend the school because if they did not, they would probably be excluded by |
A much higher than average proportion of students is known to be eligible for the pupil
There are very few primary-age pupils so the school receives very little extra funding for primary
There are many more boys than girls. Nearly all students are White British.
When students feel unable to attend the school they often do their work in libraries around the
As well as on-site education, many students, especially the older ones, attend other settings that
their mainstream schools. A few are students who have been permanently excluded from other
premium. The pupil premium is extra funding for those students known to be eligible for free
school meals, children that are looked after and children from service families.
sport and physical education.
city, supported by outreach workers from the school.
make alternative provision for the education and training of young people. These alternative
|FIT Ltd||Construction: plastering, bricklaying, joinery, |
|Newcastle College||Foundation learning and GCSE access|
|Talbot House||Foundation learning: hairdressing, |
construction, motor vehicles
|Stepney Bank Stables||Horse care and stable management, social, |
emotional and behavioural skills
|Black Row Farm||Horse care and stable management, social, |
emotional and behavioural skills
|Northumbria Youth Action||Motor vehicles, bike maintenance|
|Trinity Solutions||Hair and beauty, motor vehicles, sport and |
|Palmersville Training||Foundation learning, hairdressing, |
construction, catering, painting and
decorating, customer services, retail and
warehouse, business administration
|MPC||Military preparation course|
|YMCA You Project||Social, emotional and behaviour support, |
sport, teendrive, ASDAN, fishing, arts awards
|CoMusics||Music production, singing and rapping, |
|The Lighthouse Group (TLG), Longbenton||Social emotional and behavioural skills, |
English and mathematics qualifications,
nurturing 1:1 environment
|Fairbridge, West 15||Motivation, confidence and self esteem, |
outdoor pursuits, sport, personal
What does the school need to do to improve further?
- Improve teaching and learning to make more of it outstanding by making sure that all teachers
take great care to let students know what they need to do in order to improve their work and
make faster progress, for instance by:
- including more precise individual suggestions when they mark students’ work
- making wall displays more informative about the next steps students need to make to cross
significant attainment boundaries.
- Encourage students to become more independent in their learning and behaviour in more
|The achievement of pupils||is good|
- Attainment on entry is usually on a par with that in the lower-ability sets in mainstream schools
but students make good progress to start catching up with national averages. Many leave with
much better qualifications than they or their parents could have hoped for at the time of their
admission. Nearly all parents are thrilled with the progress their children make and the students
themselves often express pride in their achievements.
- A greater range of courses that lead to the gaining of qualifications, including GCSE, has been
introduced since the last inspection. Passes are usually in the lower range of grades.
- Many students, especially those in Key Stages 1 and 2 and in Years 7 and 8 make sufficient
progress to return successfully to mainstream schools. Students leaving at the end of Year 11
nearly always do so to positive destinations, such as college or training. Many are greatly helped
to do so by what they learn with the extensive range of alternative providers.
- Overall, boys achieve slightly better than girls, especially in Years 10 and 11. This was
particularly evident last year. As a result, leaders and managers quickly reviewed the curriculum
to encourage more female engagement and support.
- Equal opportunities are strongly promoted. There is no significant difference in the progress of
any group of students, including those known to be eligible for free school meals. Looked-after
children often do better than others but their numbers are small and hence subject to a lot of
variation from year to year, making year-on-year comparisons difficult.
- Almost all students have special educational needs. The individuality of approach to all students
ensures that whatever these needs are and however severe, they are well met, allowing each
individual to achieve equally.
- Pupils in Key Stages 1 and 2 are in a small minority. They achieve well, their reading often
improves rapidly and usually they are well prepared for moving on to other schools.
- The most-able students at Linhope are suitably challenged to do their best. This does not always
lead to higher qualifications but it nearly always leads to better prospects on leaving school.
- Pupil premium funding is being particularly effectively used to encourage better attendance.
These same students can be seen to have made faster progress as a result.
- Some students are emotionally vulnerable or unable to attend the school for other reasons.
There is a strong programme of outreach support for these students. They are often taught in
library rooms or other settings, often on a one-to-one basis. Most achieve well in this nurturing
- A few Year 9 students are entered early for Entry Level assessments. This is very carefully
managed to make sure that success is used as a stepping stone to further success in Key Stage
|The quality of teaching||is good|
- Nearly all teaching is good. A little is outstanding and there is none that is consistently less than
good. Improvements in teaching are gradual but they never stop. The cumulative effect of this is
that teachers are constantly becoming more skilled and better able to successfully promote
- There are few consistent weaknesses. Many lessons have significant strengths but sometimes a
simple weakness that stops them from being outstanding.
- Underpinning all of the best teaching are the strong relationships between adults and students
and the expertise with which teachers lead and manage their teams of skilled teaching
assistants. These relationships between adults and students are often significant in the
sympathetic, effective and consistent management of behaviour and the promotion of sensible
dialogue, which supports students’ learning.
- Reading is well taught throughout the school and students often become confident readers,
happy to read aloud from their own work or to share texts for group reading.
- Teachers are good at identifying opportunities to promote numeracy and literacy in all lessons,
rather than just in English and mathematics. Leaders and managers carefully monitor the quality
of teaching in all subjects to ensure quality across the whole timetable. The results of this show
that teaching is nearly always at least good, whatever the subject.
- Most work is marked thoroughly. Comments at the end of each piece of work focus far more on
what has been learned than what more could be done to improve this work to lead to faster
progress. There is also very little information on display in classrooms about what different levels
of work look like and what students have to do to get to each level.
- Students behave well in class but in some lessons they have few opportunities to demonstrate
more maturity and responsibility because teachers occasionally miss opportunities to leave them
alone when things are going well and let them get on with working with less support.
|The behaviour and safety of pupils||are good|
- Students behave particularly well in class. At nearly all times of day the school is very calm, with
students moving around sensibly. They show a good awareness of others around them and this
helps to stop accidents happening. Supervision is good and students know they are safe.
- Bullying is rare. Students know the various forms it can take and what they need to do if they
encounter it. Tolerance and understanding are strongly promoted. This makes a significant
contribution to students’ excellent personal, including their spiritual, moral, social and cultural
development. The inspection coincided with the school’s themed week on lesbian, gay, bisexual
and transgender issues. Older students were seen discussing the topic very sensibly and without
- Since the last inspection attendance has shifted from being a weakness to a strength. Excellent
leadership and management initiatives, many supported through pupil premium funding, have
helped improve attendance by about 20% since the last inspection to a point where it compares
favourably to national averages for each group.
- Increasing involvement and perseverance in alternative provider placements point to much
improved attitudes. Nevertheless, there are still students who tend to go quiet when they have
finished a task rather than asking for more, or harder work. There are also some who slack a
little when they are not being directly supported, rather than doing their best to get on
- Exclusion is rare and nearly always for very short periods, usually to allow students to ‘cool
down’ a bit when they are becoming particularly troubled.
|The leadership and management||are outstanding|
- There are considerable strengths at all levels of leadership, management and governance. Not
everything depends on the inspirational leadership of the headteacher and excellent
management of the deputy headteacher.
- Everyone plays a part and systems are so well understood and manageable that when key
members of staff are away from school, others can step in highly effectively. The high quality
leadership and management of alternative provision and outreach, for instance, have been
maintained without a hiccough in the absence of the substantive post-holder.
- Middle managers and those responsible for key stages or subjects are making an increasingly
effectively contribution to the monitoring and development of their areas of responsibility.
Teachers are skilfully managing classroom teams, administration is highly efficient and, in every
way, the school operates smoothly on a day-to-day basis.
- There is a very strong focus on improving teaching and learning. There is excellent induction of
new staff to make sure they understand what the school’s values and aspirations are. Teachers
and teaching assistants are set targets each year to challenge them to improve their practice.
The best of these include precise targets against which success can be measured; for instance, ‘I
will ensure that 25% of Year 11 students will achieve grade C or above in their GCSE’.
Occasionally, targets have slipped through the net without measurable outcomes. Leaders and
managers are quickly addressing this.
- There is an outstanding programme of continuing professional development for all staff. It is
very well balanced to include training in all areas of the curriculum and all aspects of the school’s
- The curriculum is outstanding. It is very precisely tailored to the needs and ability of each
individual. One of its strengths is the way that if students are having difficulty in accessing the
curriculum in school an alternative curriculum is taken out to them with excellent support from
the outreach team.
- Safeguarding is of the highest quality. The school is often held up throughout the authority as an
example of best practice.
- The governance of the school:
Governance is highly effective. Since April this year, the management has had a delegated
budget to manage for the first time. It is doing very well, with much valued support from the
local authority. Governors are also ensuring that substantial extra funding through the pupil
premium and the much smaller amount from the primary school physical education and sport
initiative is carefully accounted for and used to best effect. The composition of the
management committee has changed radically over the past year. It used to be dominated by
local authority employees, each bringing highly valued expertise, yet also, occasionally with a
small conflict of interest. The committee now has much greater representation of secondary
and primary headteachers who are significant stakeholders in the school. There is also good
and increasing involvement of parents on the management committee. Governors are frequent
visitors, are kept exceptionally well informed about standards, behaviour and the quality of
teaching and play a large and important part in monitoring and evaluating the school and
challenging and supporting its leaders and managers equally. They check that the headteacher
is meeting personal targets for improvement and that the performance of other staff is
matched to their pay.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||131999|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Pupil referral unit|
|School category||Pupil referral unit|
|Age range of pupils||5–16|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||150|
|Appropriate authority||The governing body|
|Date of previous school inspection||19 May 2011|
|Telephone number||0191 267 4447|
|Fax number||0191 267 2873|