Keeble Gateway Academy

Highlights from Latest Inspection

What is it like to attend this school?

Keeble Gateway Academy is a happy and welcoming school. The values of kindness, respect, self-belief and aspiration are central to the life of the school.

Staff support pupils' emotional needs. Pupils appreciate the care and support that they receive from adults. They know that adults help them with any worries.

Pupils say that one of the best things about their school is how kind staff are.

The school sets high expectations for pupils, both academically and socially. Pupils enjoy their learning in different subjects.

Pupils behave well in lessons and when moving around school. They know that they have to 'be ready, be respectful and be safe'. Pupils... understand and follow these rules.

Pupils are safe in school.

Pupils enjoy the choice of clubs on offer. The school parliament and global change-makers carry out their roles enthusiastically.

Leaders have created the 'opportunities pledge' to enhance pupils' experiences in the curriculum. Pupils show respect and are accepting of others' differences. One pupil said, 'Everyone is different in their own way.'



The majority of parents and carers are positive about the school and value the education and support their children receive. However, some parents say that the school does not always communicate well with them.

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

The school's ambitious curriculum has been carefully thought out, starting from early years.

Leaders have identified the important knowledge and vocabulary that they want pupils to learn. They have sequenced the curriculum so that pupils' knowledge builds on their earlier learning. For example, in art, pupils develop their knowledge of drawing, painting and sculpture in each year group.

Teachers communicate this knowledge to pupils consistently well. Teachers explain clearly what pupils need to learn in the majority of subjects. They design tasks that enable pupils to learn well.

Staff check pupils' knowledge effectively using the 'keep up, not catch up' approach. In most subjects, pupils talk knowledgably about their current learning and show pride in their work. They are less confident when recalling previous learning.

In a small number of subjects, pupils do not develop the breadth and depth of knowledge that they need in order to make progress. The school needs to continue to develop subject knowledge across the whole staff team and ensure that the intended curriculum is taught effectively.

The school identifies pupils with special educational needs and/or disabilities (SEND) quickly and ensures that these pupils get the additional support that they need.

The school works effectively with outside agencies to help staff understand how to support pupils' specific needs. Staff make carefully considered adaptations to enable pupils with SEND to access the curriculum effectively. As a result, pupils with SEND achieve well.

The school prioritises phonics and early reading. In phonics, staff check precisely what pupils have learned. Any pupils who have fallen behind are quickly given extra practice so that they keep up with the planned programme.

Well-trained staff implement the phonics programme consistently. Reading books closely match the sounds that pupils have learned. As a result, pupils learn to read with accuracy, fluency and confidence.

In the early years curriculum, there is a deliberate focus on communication and language. The carefully thought-out 'super six' texts help to develop a love of reading right from early years. Texts are repeated numerous times so that children become familiar with them.

Well-embedded routines mean that children access their learning independently. They engage confidently with other children and adults. Children approach their learning enthusiastically.

Staff and children have very positive relationships.

The behaviour policy is clear and understood by all. Pupils know that they are rewarded for behaving well.

They value the rewards that they receive, including house points and star of the week. Leaders engage with families to manage attendance well. Pupils attend school regularly and on time.

Leaders prioritise pupils' personal development. There is a well-considered personal, social and health education programme, which is revisited throughout the week. Pupils talk enthusiastically about the experiences on offer, including forest school and a programme combining life skills with mathematics.

Pupils have a secure understanding of what it means to be healthy. They understand how to manage their friendships well. Pupils enjoy taking part in community events, including regular visits to the local day centre for people with dementia and singing at the Christmas lights switch-on.

Governors and trustees have a secure knowledge of the school's strengths and next steps. The trust prioritises staff development. Staff have training opportunities that support them to teach the curriculum effectively.

These include moderation and subject network groups. Staff feel well supported by leaders to manage their work and home life effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not fully embedded in all subjects. As a result, pupils do not develop a secure understanding of the essential knowledge that they need in order to make progress. The school needs to ensure that teachers have the subject knowledge that they need so that the curriculum continues to be embedded across all subjects and pupils develop a deeper knowledge over time.

• A small number of parents have mixed views of the school. As a result, some parents, including those of pupils with SEND, do not feel that communication is effective. Engagement with parents needs to be continually improved so that they have greater confidence and trust in the school's work.

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