West Gate School

West Gate School

Address: Glenfield Road, Leicester, Leicestershire, LE3 6DG Unique reference number (URN): 131099

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Attendance is a clear strength of the school. A specialist attendance team leads a well ‑ coordinated approach. This is supported by robust systems, regular engagement with families and tailored support where needed. The team knows the school community well and acts swiftly to address concerns, including through first-day contact with families. Families receive substantial, practical support to reduce barriers to attendance. This helps to build secure relationships and consistently positive attendance.

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Attendance and behaviour Strong standard

Staff include attendance targets in pupils’ education, health and care plans where appropriate, and make timely referrals to external agencies when additional support is needed. Leaders ensure that attendance and safeguarding teams work closely together. The teams review patterns, discuss individual cases and provide early help. This ensures that pupils’ wellbeing is continuously monitored and supported. Leaders use attendance data effectively to refine interventions and inform ongoing staff development.

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Attendance and behaviour Strong standard

Leaders have established a strong and consistent behaviour culture, rooted in a relational approach. Staff interpret behaviour as communication and prioritise pupils' safety, wellbeing and engagement. Pupils are respectful and tolerant of each other’s differences, contributing to a calm and purposeful atmosphere. Staff consistently use well ‑ established routines and proactive strategies to help pupils manage their emotions and develop independence, particularly during lesson transitions.

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Attendance and behaviour Strong standard

Pupils enjoy their learning and respond positively to the supportive, structured environment. Leaders monitor behaviour closely, including any incidents requiring physical intervention, which are clearly recorded and reviewed. The support pupils receive results in very low numbers of suspensions and permanent exclusions, with staff being trained in effective de- escalation strategies.

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Inclusion Strong standard

Inclusion is at the heart of leaders’ vision and practice and is reflected in the strong culture across the school. Leaders have embedded effective systems to ensure that pupils' needs are identified, assessed and addressed swiftly. Staff carefully track progress against education, health and care plan outcomes, enabling them to celebrate even the smallest steps of progress and to notice changes in pupils’ presentation. This ensures provision remains responsive and precisely matched to need.

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Inclusion Strong standard

A strong focus on emotional regulation underpins inclusive practice. Leaders ensure that pupils are taught how to understand, communicate and manage their emotions so that they are ready to learn. This significantly reduces barriers to classroom learning, supports wellbeing and enables pupils to access learning successfully.

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Inclusion Strong standard

Staff are highly trained in a wide range of complex needs and apply a step-by-step approach confidently. They respond quickly through personalised adaptations and reasonable adjustments, providing pupils with the time and space they need to engage with learning. Leaders monitor pupils' progress closely and evaluate the impact of interventions with precision, adapting support where necessary. A well-considered pupil premium strategy ensures that all pupils receive targeted support. This includes access to a range of therapies, which are rigorously assessed for impact.

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Inclusion Strong standard

Leaders work tenaciously with families, the virtual school and external professionals. They recognise that pupils' needs extend beyond the school day and that strong collaboration secures timely, effective support.

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Personal development and wellbeing Strong standard

Leaders have developed a coherent, inclusive and highly effective personal development and wellbeing programme. This is carefully adapted to meet the complex needs of pupils across the school. The programme makes a strong contribution to pupils' spiritual, moral, social and cultural development. Pupils experience personal development that is woven seamlessly through the curriculum, enrichment opportunities and daily routines. Leaders ensure that all aspects of the programme are purposeful and responsive to the communication profiles, sensory needs and developmental stages of all pupils.

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Personal development and wellbeing Strong standard

The school provides a well-considered enrichment offer. This enables all pupils to participate meaningfully in a wide range of sporting, creative, cultural and community-based opportunities. Music is a particular strength. Specialist musicians deliver immersive sessions that enhance communication, wellbeing and cultural awareness. Pupils contribute confidently to inclusive school events and wider community performances, including visits to the local care home. These experiences build pupils' confidence, resilience and a sense of belonging.

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Personal development and wellbeing Strong standard

Personal development is further strengthened through structured experiences that build independence, communication and social skills. Pupils learn to cooperate, make choices and resolve difficulties with increasing confidence. Staff plan sensory regulation thoughtfully across a wide variety of therapeutic activities. Pupils also benefit from access to quiet spaces, movement breaks, the school dog and a sensory theatre. These ensure that pupils are emotionally ready to learn.

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Personal development and wellbeing Strong standard

The wider school environment, including arrival routines and lunchtimes, is intentionally designed to promote independence, emotional regulation and positive social interactions. The personal, social, health and economic curriculum has been reviewed and strengthened to become more creative and interactive. Leaders have introduced high-quality resources to ensure that statutory content, including relationships and sex education, is mapped clearly and taught appropriately.

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Personal development and wellbeing Strong standard

Pupils develop a stage-appropriate understanding of fundamental British values, learn about different faiths and cultures and understand that difference should be celebrated. As a result, pupils show kindness and respect. They are increasingly well prepared for their next stages of learning, including employment, college and active participation in their communities.

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Achievement Expected standard

Pupils make secure progress from their starting points, reflecting the positive impact of leaders’ work. Staff use robust systems to track pupils’ progress against learning priorities and small ‑ step targets. This ensures that pupils access the curriculum at the right level for them. As a result, pupils generally make suitable progress over time, including those who face additional disadvantages beyond their special educational needs.

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Achievement Expected standard

Staff use assessment effectively to identify pupils' starting points and gaps in fundamental knowledge, skills and behaviours. For pupils with the most complex needs, staff carefully monitor progress in early engagement and responses to sensory experiences using clear developmental frameworks. This allows staff to demonstrate how pupils secure individual targets over time. For pupils accessing more formal learning, progress is measured against clear, staged expectations that show how their learning builds over time. Leaders recognise that aligning targets even more closely to assessment frameworks would strengthen consistency further.

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Achievement Expected standard

Leaders' accurate understanding of pupils' achievement ensures they develop the foundational knowledge they need. Pupils are increasingly well prepared for their next steps in learning, independence and adulthood.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They use this insight to bring about continual improvement. The curriculum is ambitious for pupils with complex special educational needs and/or disabilities. It is highly personalised, incorporating each pupil's specific education, health and care plan targets. Leaders have developed clear learning pathways that match the needs of different groups of pupils, ensuring that learning is purposeful, coherent and progressive. These pathways promote the development of communication, independence, self-understanding and preparation for adulthood. Leaders maintain strong oversight of curriculum content and sequencing, ensuring that learning priorities are consistently embedded across all pathways. This secures continuity and progression, while allowing flexibility as pupils’ needs evolve. Leaders recognise that sequencing in some areas of the curriculum could be strengthened

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Curriculum and teaching Expected standard

further to make small-step progression even clearer.

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Curriculum and teaching Expected standard

Leaders ensure that staff have the knowledge and skills needed in this setting. This enables them to break learning into structured, achievable steps while maintaining high expectations. Teaching is responsive, with staff routinely checking, understanding and adapting lessons in real time. Reading has been prioritised and, where appropriate, pupils benefit from a well- considered phonics programme to secure decoding, language and vocabulary development. The support pupils receive enables them to secure strong foundations for their next steps.

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Leadership and governance Expected standard

Leadership at all levels is reflective, strategic and firmly focused on securing high-quality specialist provision so that all pupils can thrive. Leaders communicate a strong, moral purpose centred on delivering an ambitious and meaningful curriculum that promotes independence and prepares pupils well for adult life. They have a secure understanding of the school's strengths and are honest and evaluative in identifying priorities for improvement, including the continued refinement of curriculum coherence and achievement measures. Through recent curriculum developments, leaders show that they make well ‑ reasoned, evidence ‑ based decisions that respond thoughtfully to the evolving needs of pupils and the school community.

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Leadership and governance Expected standard

Those responsible for governance take a clear, strategic view of the school's performance and fulfil their statutory duties effectively. Governors provide appropriate support and challenge, holding leaders to account for the quality of provision, outcomes for pupils and the effective use of resources. Leaders and governors make decisions that are consistently rooted in the best interests of pupils, with a clear focus on safeguarding, wellbeing and securing positive long-term outcomes.

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Leadership and governance Expected standard

Leaders place significant emphasis on staff's wellbeing and professional development. High- quality training is closely aligned to the curriculum, specialist pedagogy and the complex needs of pupils. Staff feel valued and supported, and confident that leaders consider workload and behaviour management carefully. Leaders are visible and approachable and communicate a clear, shared strategic direction. Staff express strong confidence in leadership. The overwhelming majority describe leaders as trusted, considerate and committed to a positive, safe and collaborative culture.

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What it's like to be a pupil at this school

West Gate School is a highly inclusive setting where children and young people thrive. Pupils arrive each day to an environment where they are known, understood and welcomed. From the earliest years through to post-16, they experience warm relationships with expert staff who recognise their individual needs and remove barriers. This ensures that all pupils take part fully in school life. Pupils trust adults because staff respond consistently and sensitively, helping them feel safe and ready to learn. Pupils who use core boards, packs or symbols communicate confidently, knowing that their voice matters. This builds pupils' independence and prepares them well for their next steps.

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What it's like to be a pupil at this school

Across all 4 curriculum pathways, pupils enjoy their learning. They take pride in what they can do and show determination when tasks are challenging. The youngest children follow the 'explorer' pathway, helping them to develop curiosity and a sense of the world around them. Supported by adults who model language and communication skilfully, older pupils, including those in the post ‑ 16 provision, apply their skills in meaningful, real ‑ life contexts. These experiences help them achieve well and understand the world beyond school.

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What it's like to be a pupil at this school

Pupils talk enthusiastically about the wide range of therapies, enrichment activities and community experiences, including accessing the local supermarket and walking the school dog. Pupils discover their talents and interests by singing in the choir, accessing the sensory theatre or participating in other clubs and activities.

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What it's like to be a pupil at this school

Staff interpret pupils' behaviour as a means of communication and work closely with families to understand what pupils are telling them. Pupils learn to self-regulate and manage their emotions, supported by predictable routines and highly attuned adults. They say that bullying does not happen. Staff are vigilant in noticing patterns that might indicate a problem and act quickly to keep pupils safe. Pupils learn to be kind, accept difference and show respect as part of their learning about different faiths and cultures.

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Next steps

Leaders should refine curriculum sequencing and sharpen assessment criteria so that the small steps in pupils’ learning are identified, captured and used to inform teaching.

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About this inspection

The chair of the board of governors in this school is Brian Jones.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, governors, including the chair, parents, pupils and staff during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The school is a specialist school for pupils who have an education, health and care plan, with complex special educational needs and/or disabilities, including autism.

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About this inspection

The school makes use of one unregistered alternative provision.

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About this inspection

Due to the nature and complexity of pupils' needs, the school does not provide distinct early years or post-16 provision. Instead, these pupils are allocated to a pathway that is appropriate to their cognitive abilities.

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Team inspectors:

Julie Sheppard, Ofsted Inspector Caroline Barton, Ofsted Inspector Dave Gilkerson, His Majesty's Inspector Helen Jones, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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