Gibside School

Gibside School

Address: Shipcote Lane, Gateshead, NE8 4DE Unique reference number (URN): 131213

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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

Staff know pupils very well at Gibside. They know what helps each individual to focus. Staff also know what causes pupils stress. They use this information to support pupils to remain as calm and settled as possible so that they can achieve well. Staff have a consistent pastoral approach. They respond quickly if pupils struggle to manage their emotions or sensory needs. There are opportunities for pupils to refocus when they arrive at school, for example through sensory circuits. The school is highly successful in helping pupils to understand themselves and to behave appropriately.

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Attendance and behaviour Strong standard

The focus on communication helps pupils to become polite and respectful of others. They understand the importance of being kind. Bullying and discrimination are not present.

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Attendance and behaviour Strong standard

Rates of attendance at school are high. This is particularly impressive given the medical needs of several pupils at the school. The vast majority of pupils attend school regularly and often. Leaders have a deep understanding of any struggles families have related to school attendance. Family support workers work closely with families and build effective relationships. Everyone works together to make sure that those who are anxious to come to school have the confidence to do so.

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Inclusion Strong standard

The school has maintained high standards of inclusion over time. Regardless of their disability, additional need, vulnerability or background, every pupil is helped to succeed here.

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Inclusion Strong standard

Leaders swiftly and accurately identify any barriers that pupils face. Work with outside agencies is highly effective. This includes paediatricians, occupational therapists and the community nursing team. Leaders use the advice they receive to shape the support that they give to pupils. Staff then provide high-quality support using closely tailored strategies for individuals. Leaders monitor the impact of any support so that it can be refined when needed. Each pupil has a ‘Gibside action plan’, which ensures that everyone knows what each pupil is working on.

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Inclusion Strong standard

Family support workers are pivotal to the work of the school. They ensure that communication between home and school is effective. They offer support and advice to families. This ensures that pupils’ emotional needs are understood.

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Inclusion Strong standard

Additional funding is used effectively to ensure that pupils from disadvantaged backgrounds achieve well. The use of this is tailored to individual need. The impact of the funding is monitored carefully. Pupils known (or previously known) to social care are supported well at school. Any alternative provision used by the school is well considered.

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Achievement Expected standard

Leaders know that success looks different for every pupil. They track each small step forward that pupils make and celebrate these. Staff have a secure understanding of how pupils progress through the curriculum, including progress towards the outcomes specified in their education, health and care plans. Pupils achieve well as a result of the support they receive.

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Achievement Expected standard

Leaders have prioritised pupils’ communication, emotional, physical and sensory development. This focus enables pupils to engage successfully with learning. Pupils in the explorers and adventurers pathways learn more about the world around them. Those who access therapies respond well to these. The recent focus on play is helping these pupils. Those in the pathfinders or navigators pathways develop their skills and knowledge across the curriculum. They do well in reading, mathematics and music, for example.

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Achievement Expected standard

Pupils are well prepared for their next steps. The focus on independent living, community engagement and staying healthy is effective, for example.

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Curriculum and teaching Expected standard

Leaders are ambitious for pupils. They have a detailed understanding of each pupil’s individual needs. Leaders use this knowledge to ensure that the curriculum is tailored carefully to help pupils to succeed.

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Curriculum and teaching Expected standard

Pupils are taught within a pathway: explorers, adventurers, pathfinders or navigators. Depending on pupils’ needs, leaders knit together teaching in these pathways with therapeutic and sensory programmes. Those who need medical or physical support receive it. Music therapy, hydrotherapy and rebound form part of some pupils’ timetables. These provisions combine effectively to help pupils to develop their skills and engage in the world around them.

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Curriculum and teaching Expected standard

In classrooms, there are opportunities to revisit key knowledge to enable pupils to connect learning and deepen their understanding and experience. Teachers are increasingly effective in checking exactly how well pupils are doing. They then help pupils to move forward one step at a time in their learning. This is also the case in classrooms situated at a local primary school, managed by Gibside.

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Curriculum and teaching Expected standard

Staff are effective in helping pupils to communicate. They use visual stimuli, gestures and auditory cues to help pupils understand. Staff help pupils to express themselves using a variety of appropriate strategies. Ensuring that pupils are able to make choices is central to this. Phonics and reading are taught well to those who can access this.

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Early years Expected standard

In the early years, adults work with children and their families to understand each individual child’s needs. This helps staff to know what pathway children will move into. Once their needs are fully understood, children make strides in their progress at the beginning of their time at Gibside. Teaching and support are then shaped to each child. Children then begin to focus more. Over their time in early years, children do well.

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Early years Expected standard

The curriculum is matched to children’s developmental stages. Key knowledge and skills are introduced carefully and sequenced to build learning over time. There is an appropriate focus on play and developing curiosity. Staff check how well pupils are developing and note down any 'wow' moments. This helps staff to shape each individual child’s next steps.

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Early years Expected standard

Teaching is effective. Daily routines are predictable and purposeful. Children engage in some free play, circle time, sensory stories and music-based activities. These support children's communication skills and physical development, for example. Tidy-up songs, anticipation cues and visual prompts help children move between activities successfully. Medical, physical and therapeutic needs are integrated well into the school day. Leaders know there is more to do to develop the environment to help children learn.

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Leadership and governance Expected standard

Leaders and those responsible for governance have shaped a culture at Gibside that puts families and pupils at the centre. Pupils' best interests are at the heart of their decision- making.

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Leadership and governance Expected standard

Leaders know the school well. They have an accurate view of the school's strengths and the areas that need further development. When they identify areas for improvement, they take appropriate action. For example, the focus on developing pupils’ curiosity and allowing them to understand the world around them through structured play is bearing fruit. This is especially so for pupils in the explorers and adventurers pathways, in addition to children in the early years.

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Leadership and governance Expected standard

Staff feel valued and appreciate the support that leaders provide for their wellbeing. Staff benefit from a wide range of training opportunities. Training on supporting pupils' emotional regulation and social development has been particularly effective. Leaders have been conscious of workload when making necessary improvements such as curriculum development, for example.

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Leadership and governance Expected standard

Relationships across the school community are warm and positive. Leaders place a high priority on working together with families. Family support workers are pivotal to this end. The vast majority of parents and carers have very positive views of the school. Leaders also have constructive relationships with outside agencies, including with health professionals.

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Leadership and governance Expected standard

Governors fulfil their statutory duties. They know the school well and have guided it effectively through times of challenge. They provide leaders with an appropriate balance of support and challenge.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development. They have ensured that there is a well- thought-out programme that is carefully sequenced. It is enriched by sporting opportunities and engagement with the community. Leaders make sure that everyone can get involved in the programme, irrespective of ability or financial circumstances.

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Personal development and wellbeing Expected standard

Pupils have the opportunity to go horse riding and surfing, for example. Golf, archery, karate and dance are also part of the enrichment offer. Pupils have the chance to go on a residential trip. Here, pupils develop their stamina and independence. Staff prepare pupils and families well for this emotionally. Pupils develop their leadership skills through being part of the ‘Star Squad’. Recently, this pupil leadership group organised a ‘splashathon’ and raised money for toys for the swimming pool. The school provides a range of opportunities that help pupils to develop confidence, resilience and a sense of belonging.

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Personal development and wellbeing Expected standard

Due focus is given to help pupils prepare for life in secondary school and beyond. The ‘preparation for adulthood’ curriculum includes developing pupils’ understanding of employment and their health. It encourages independent living and the importance of being part of the community.

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Personal development and wellbeing Expected standard

The school's personal, social and health education curriculum also prepares pupils well for life beyond school. In lessons, pupils learn to keep themselves safe in a range of situations, including when they are online. Careful thought is given to the needs of pupils with regard to relationships and health education. Caring and nurturing relationships, together with effective pastoral support, ensure that pupils feel safe, happy and included in the school community.

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Personal development and wellbeing Expected standard

Pupils learn what it is like to live in modern Britain. They learn about different types of family and cultures through the curriculum at a suitable level, for example.

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

Pupils at Gibside are happy and feel valued for who they are. Leaders work together with families, pupils and other professionals to make a positive difference for each individual. They are successful in this aim. The school values of ambition, independence, inclusivity, community and integrity are evident throughout Gibside. Pupils feel safe. They feel that they belong here.

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

Pupils are taught in pathways, according to need. Leaders successfully knit together the formal curriculum with any additional support that pupils require. This includes therapies such as hydrotherapy, medical support and access to rebound. What is striking is that staff help pupils to understand their own emotions well. Staff support pupils to remain as settled as possible so that they can focus on their learning. As a result, school is calm. Pupils learn to be kind to one another. Neither bullying nor discrimination are present. The support that pupils receive in classrooms based in a local primary school, but managed by Gibside, is equally effective.

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

Pupils benefit from effective teaching. Staff know pupils’ next steps. They check how well pupils are making progress. Pupils achieve well from their individual starting points. They enjoy their learning. Staff work well with families to ensure that the support given to pupils matches their needs. There is particularly close partnership work between school and home in the early years. Children benefit from this. Staff ensure that pupils have a wide range of experiences. Sport is a particular focus. Golf, surfing and archery form part of this offer. Pupils can also attend a residential trip. Leadership skills are developed through the school council, the ‘Star Squad’.

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

Caring and respectful relationships are evident at the school. Staff are dedicated to the pastoral care of pupils. Everyone works together so that pupils can grow and flourish. Parents have very positive views of the quality of education at Gibside.

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Next steps

Leaders should ensure that developments in early years are embedded, specifically in relation to how the environment is used, to further develop children's independence and vocabulary development. Leaders should ensure that developments in the use of assessment in classrooms continue so they have an even greater impact on pupils' progress and attainment. This includes sensory targets. Leaders should enact plans to further develop the breadth of the personal development programme and its impact.

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About this inspection

The chair of the board of governors in this school is David Mitchell.

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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

The inspection took place on 22 and 23 September 2026.

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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 leaders, members of staff, representatives from the governing body and the school improvement partner during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

All pupils have an education, health and care plan. The school mainly caters for pupils with autism. Several pupils have physical disabilities. Some have profound and multiple learning disabilities. Others have severe learning difficulties.

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About this inspection

Some pupils attend a satellite provision in a local primary school staffed and managed by Gibside School.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Since the previous inspection, a new headteacher has been appointed.

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Team inspectors:

David Penny, Ofsted Inspector Sharon Ballinger, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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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?

Headteacher : Liz Johnson The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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?

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

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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. 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

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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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