Green Gates Academy

Highlights from Latest Inspection

Outcome

Green Gates Academy has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Melanie Lyons. This school is part of Horizons Specialist Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Elizabeth Horne, and overseen by a board of trustees, chaired by David Walker.

What is it like to attend this school?

Pupils are happy at this nurturing school. Relationships between pupils and staff are caring and strong.

All pupils have special educational needs and/or disabilities (SEND). Staff know pupils ve...ry well and keep them safe. They make sure that pupils develop their understanding of how they can keep themselves safe when online and outside.

Pupils develop important routines to help them to care for themselves. They also learn about the benefits of a healthy lifestyle and how to look after their mental health.

The school has high expectations for pupils' success and achievements.

Pupils make timely progress toward their personal goals and achieve well. They behave well. Staff work patiently to help pupils develop strategies to communicate their needs and wishes in ways which to help them become independent in the future.

Pupils enjoy developing new hobbies and interests. They revel in taking part in activities such as bee keeping, horse riding, sporting activities and going on trips into the local community.

Staff provide for pupils' personal development throughout the school day.

Pupils have individual programmes, which help them to develop the skills and knowledge they need for independence in their future lives.

What does the school do well and what does it need to do better?

The school's curriculum is well crafted. It is designed to support the range and changing needs of pupils with SEND.

The school makes sure that advice from therapists and other professionals enhances the curriculum and the support that pupils receive. Pupils are helped to build the knowledge, skills and attributes they need over time.

The school places a strong emphasis on reading.

It has introduced a rigorous early reading programme that is taught well. As a result, pupils learn to read quickly. The books that pupils read match the sounds that they are learning.

Pupils are encouraged to develop a love of reading at every opportunity. They talk animatedly about their joy when visiting the reading areas and taking part in the reading clubs.

Staff make sure that pupils use and apply their skills and knowledge consistently well in English and mathematics.

However, in some wider subjects, the curriculum is less well developed and pupils record and demonstrate their understanding less clearly than in core subjects.

Pupils are knowledgeable about the school's values and expectations for their behaviour. They generally behave well.

Nevertheless, some strategies to help pupils to manage their feelings and behaviour are not used to consistent effect. This can lead to occasional disruption to learning for pupils and their peers. The school works closely with pupils and their families to help them to overcome barriers to attendance.

The trust and local governors understand the strengths of the school and provide effective support to help the school move from strength to strength. The whole team works well together to make the necessary changes happen. The school has a strong focus on staff development.

Staff appreciate the training they receive and share the trust's ambition for their pupils. They feel valued and recognise how their workload is considered in all decisions made at this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, some pupils demonstrate and record their understanding less well than in core subjects. This means that their learning in these areas is not as deep as it could be. The school should improve the teaching in foundation subjects so that pupils learn well across all subjects.

• Some of the strategies used to support pupils to manage their feelings and emotions are not used to consistent effect. This means that some pupils do not manage their behaviour as well as they could do. The school should continue to develop positive strategies to help all pupils to communicate and manage their feelings and behaviour well.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in 8 and 9 October 2019.