Gatehouse Primary Academy

Name Gatehouse Primary Academy
Ofsted Inspection Rating Inadequate
Inspection Date 28 November 2017
Address Secmaton Lane, Dawlish, Devon, EX7 0LW
Phone Number 01626862605
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 370 (50% boys 50% girls)
Number of Pupils per Teacher 22.5
Academy Sponsor The First Federation Trust
Local Authority Devon
Percentage Free School Meals 14.6%
Percentage English is Not First Language 2.4%

Information about this school

The school has undergone very recent and significant changes in its governance, leadership and staffing structures. The school is now named Gatehouse Primary Academy. It was rebrokered and became a member of the First Federation multi-academy trust on 1 July 2017. Previously the school was a member of the ACE academy trust. When the predecessor, Gatehouse Primary School, was last inspected by Ofsted it was judged to require improvement. Governance is undertaken by directors of the trust and by members of a local ‘hub’ board. The head of teaching and learning was appointed in April 2017. He is supported by an executive headteacher who oversees the school’s work along with other schools in the trust’s local hub. The executive headteacher and several other members of staff commenced their duties at this school at the beginning of this academic year. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Gatehouse Primary Academy is an above-average-sized primary school. The very large majority of pupils are from White British backgrounds. The proportion of pupils who have SEN and/or disabilities is below average. The proportion of disadvantaged pupils is below average. Children experience early years provision in two Reception classes. The school did not meet the government’s current floor standards in 2016, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school provides its own breakfast and after-school clubs.

Summary of key findings for parents and pupils

This is an inadequate school Inadequate teaching, learning and assessment over time have led to pupils significantly underachieving by the end of key stages 1 and 2. As a result, standards in reading, writing and mathematics have been well below average for some years. The legacy of underachievement still constrains all groups of pupils, including disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities, from achieving the standards of which they are capable. New leaders have not been in place long enough to secure good teaching and learning. The quality of teaching is still too variable across the school. Not all teachers and teaching assistants have the skills they need to support pupils effectively in their learning. Teachers are not developing pupils’ reading, writing and mathematical skills well enough across the curriculum. Phonics teaching is not consistently effective. Consequently, pupils lack the knowledge and understanding needed to develop their reading skills to the full. The strengthened support, guidance and training that leaders now provide for staff have not been in place long enough to fully develop their skills and raise pupils’ outcomes. Some pupils lose concentration when teaching is not interesting or when staff assist other pupils. This hampers their progress. Children make better progress in the early years, but, until recently, teaching, learning and assessment have not been precise enough to help them achieve their potential. The school has the following strengths Leaders and managers are demonstrating the capacity to improve the school. Leaders and managers are implementing well-focused plans and taking rigorous actions to rectify the weaknesses in provision and outcomes that need to be improved. Pupils’ behaviour is improving. Consequently, they are starting to make better progress than previously. Pupils’ attendance has improved. All staff safeguard pupils effectively. Pupils feel secure and, typically, are happy and well cared for at school.