Silverdale School

Silverdale is a small foundation special school for pupils aged 3–16, all of whom have education, health and care plans and social, emotional and mental health needs. Since the previous inspection, when the school was judged good, provision has declined significantly. The inspection found serious weaknesses across the quality of education, behaviour and attitudes, personal development, and leadership and management, and the school has been placed in special measures because it is failing to provide an acceptable standard of education. Pupils’ safety is the central concern. Behaviour is not managed consistently, derogatory language and poor behaviour are commonplace, and some pupils do not feel safe or trust the school to act on their concerns. Safeguarding arrangements are ineffective: oversight of pupils’ whereabouts is weak, class closures expose vulnerable pupils to risk, and checks, training and policies had gaps, some of which were resolved during the inspection. Attendance is low and systems are inadequate; classes close when staff are absent and pupils receive no remote learning. Curriculum and personal development are also weak. Expectations are low, lessons are disconnected, basic skills teaching lacks structure, and secondary pupils cannot study some subjects they want. PHSE is often cancelled and RE is narrow, although there are positive features: some subjects such as art and design are well designed, relationships between pupils and staff are often positive, and older pupils access enrichment, careers advice and knife-crime workshops. Governance and leadership lack capacity and have not provided effective support or challenge, and staff do not feel well supported.

Strengths

• Positive relationships between pupils and staff are evident.
• Some subjects, such as art and design, are well designed.
• A well-designed PHSE programme exists.
• Older pupils access enrichment activities, including a residential visit to Ford Castle and off-site trips.
• Pupils have had workshops on the impact of knife crime.
• An appropriate careers programme and independent careers advice are available.
• When acute welfare concerns arise, appropriate action is taken with police and safeguarding partners, and records are accurate.
• The school meets the provider access legislation requirements.

Areas for Improvement

• Safeguarding arrangements are ineffective and some pupils do not feel safe or trust the school to act on concerns.
• Behaviour is not managed consistently; swearing, derogatory comments and disregard for personal space are common.
• Pupils’ attendance is low and the school lacks effective systems to know who is in school or absent.
• Classes are regularly closed due to staff absence, with no remote learning offer.
• The curriculum is not ambitious or coherent, and expectations of pupils are low.
• Teaching of basic skills such as grammar, punctuation and spelling lacks structure.
• Primary pupils experience short rotations between subjects, limiting depth of understanding.
• The secondary curriculum is limited by teacher subject expertise, with subjects such as history and geography unavailable.
• Assessment is not used effectively to identify misconceptions or gaps, including after absence or transfer.
• PHSE lessons are frequently cancelled and the RE curriculum is narrow.
• Some pupils, especially older pupils, miss lessons and are not systematically checked on.
• Suspensions are frequent and some staff are not skilled or confident in managing behaviour.
• Leadership capacity is lacking at all levels, and there is no strategic approach to improvement.
• Governors have not fulfilled statutory responsibilities or provided effective support and challenge.
• Staff do not feel well supported, and workload and well-being have not been prioritised.
• Safeguarding checks on third-party staff, training and policies were not rigorous enough.
• The school may not appoint early career teachers before the next monitoring inspection.

In 2024–25 pupils at Silverdale School attended 79.6% of sessions (the national figure for special schools was 87.2%). 47.6% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 37.0% of pupils at Silverdale School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Silverdale School had 6.4 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 9.8% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Silverdale School had 138 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: social, emotional and mental health; speech, language and communication needs; hearing impairment; autistic spectrum disorder.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2025–26 Silverdale School received £30,383 and spent £30,775 for each of its 143 pupils. It ended the year with a deficit of £184,000 (-£1,288 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Wallsend · North Tyneside local authority: places and applications

What is Silverdale School's Ofsted rating?

The latest Ofsted rating for Silverdale School is Inadequate, from an inspection in September 2026.

When was Silverdale School last inspected by Ofsted?

Silverdale School was last inspected in September 2026.

How many pupils does Silverdale School have?

Silverdale School has 138 pupils on roll.

What age range does Silverdale School cover?

Silverdale School for pupils aged 4 to 16.

What are Silverdale School's SATs (KS2) results?

In 2025, 0% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Silverdale School?

Silverdale School is at Langdale Gardens, Howdon, Wallsend, Tyne and Wear, NE28 0HG.