Green Gates Academy

Inspection of a school judged good for overall effectiveness before September 2024: Green Gates Academy Melton Road, Stockton-on-Tees, Cleveland TS19 0JD

p.1

Inspection dates: 19 and 20 November 2024

p.1

Outcome

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

p.1

Outcome

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.

p.1

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 very 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.

p.1

What is it like to attend this school?

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.

p.1

What is it like to attend this school?

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.

p.1

What is it like to attend this school?

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. 19 and 20 November 2024

p.1

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.

p.2

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

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.

p.2

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

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.

p.2

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

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.

p.2

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

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.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

(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 19 and 20 November 2024

p.2

3

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.

p.3

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.

p.3

Background

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.

p.3

Background

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

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, 19 and 20 November 2024

p.3

4

looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 19 and 20 November 2024

p.4

School details

School category Academy special converter

p.5

School details

Dates of previous inspection 8 and 9 October 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of Horizons Specialist Academy Trust  The school does not currently use any alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and experiences in school and looked at samples of pupils’ work.  Inspectors met with a number of school staff, school leaders, trust leaders and those responsible for governance. 19 and 20 November 2024

p.5

6

 Inspectors also considered the responses to Ofsted Parent View, including the free-text responses. They considered the responses to pupil and staff surveys.

p.6

6

 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Inspection team

Catherine Beard, lead inspector Ofsted Inspector

p.6

Inspection team

Sarah Birch Ofsted Inspector 19 and 20 November 2024

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7