The Gatwick School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel part of 'one big family' in this ambitious and unique all-through school.

They recognise the many recent positive changes that have been made. A refreshed culture of aspiration is now building pupils' confidence and helping them to flourish in their learning. Pupils strive to achieve their best because staff have high expectations of what pupils will achieve.

Pupils learn well because teachers explain things clearly. A sense of calm and order throughout the school ensures that pupils feel safe and happy to come to school regularly.

The school celebrates diversity.

Many pupils speak English as an additional language, with some joining the ...school throughout the school year from countries from all over the world. These pupils initially join the 'United Nations' tutor group, where they quickly make new friends. Staff then identify the language support pupils need to learn.

Everyone receives a warm welcome.

Pupils with special educational needs and/or disabilities (SEND) receive effective help to learn well. Staff communicate effectively about the strategies required to help pupils achieve their best.

Pupils with SEND and those who need help to manage their social, emotional and mental health needs are well supported in 'The Nest' and 'The Warren'. Here pupils learn how to recognise and manage their emotions so that they can communicate confidently.

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

The school recognises that pupils have not achieved as well as they should in the past.

Significant leadership and staff changes, as well as a previous lack of clarity around effective teaching approaches, have resulted in some pupils having large gaps in their understanding. However, the school is tenacious in addressing these issues. New staff have been recruited into key positions to improve the school.

Furthermore, the school has refined its curriculum. There is greater clarity about what pupils must know at each stage of their education. The curriculum revisits common concepts and skills regularly.

This helps pupils to practise using important knowledge, enabling them to know and remember more.

In addition, staff receive regular training to help them identify and close gaps in pupils' understanding. Additional catch-up support is effective in improving pupils' academic progress.

Staff have expert subject knowledge. They use this to teach with clarity and precision. Most staff check and address misconceptions effectively as they teach new topics.

Staff typically design learning in a way which helps pupils understand the smaller ideas that underpin larger concepts. Consequently, pupils gain a coherent understanding of newer learning as a result of these teaching approaches.

The school places a strong emphasis on literacy and reading.

When children first join the school, they learn to read well through a systematic phonics approach. Staff provide additional reading support to children who need it. Across the school phases, staff provide a wide range of books for pupils to read at tutor time and in library sessions.

Consequently, most pupils are able to read with confidence and develop an enjoyment of books and literature.

Children get off to a positive start when they join Reception. They form warm nurturing relationships with caring staff.

Staff notice additional needs quickly. Detailed plans set out the precise support that children need. Children play kindly with one and other.

They learn to take turns and take care of their personal needs. Visits from professionals, such as the paramedic and fire services, inspire awe and wonder. Children talk confidently about these important roles in society.

Clear and consistent school routines make it easy for pupils to know what staff expect of them. Most pupils attend school regularly and are punctual to lessons. Classrooms are orderly places where pupils can learn well.

A culture of mutual respect fosters warm relationships between pupils and staff. Most pupils report that there has been a positive change in the behaviour of most pupils. Leaders keep meticulous records of behaviour incidents.

They intervene quickly to encourage positive pupil behaviour to avoid the use of suspension.

Pupils benefit from an extensive range of student leadership opportunities, such as being an 'Autism Ambassador' or a member of the school council. Pupils host assemblies to promote inclusion and awareness of characteristics protected by law.

Pupils are aspirational about their future and receive appropriate guidance to apply for colleges and apprenticeship routes. The school is ambitious to continue to develop the careers provision further.

The interim executive board provides effective challenge to ensure that pupils are on a path to success.

The school understands exactly what they must do to realise its unfailing ambition for pupils to achieve all that they can. Staff feel empowered and enormously proud of the rapid improvements that they have achieved so far.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's ambitious plans for pupils to achieve exceptional outcomes and benefit fully from the school's provision are not fully realised. There is still work to do to ensure that all staff in all subjects consistently and expertly close gaps in pupils' learning. The school must continue to implement its approach to school improvement to ensure pupils achieve all that they can.

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