Ofsted report praises Blackpool school for establishing a 'culture of welcome'
“I am proud that the inclusive nature of our school has been recognised.”
A warm sense of belonging and community lies at the heart of Blackpool Gateway Academy, according to its latest Ofsted report.
Following a full review, the academy achieved the ‘expected standard’ across a sweeping majority of core operational areas, including leadership, inclusion and early years provision.
Inspectors praised the Seymour Road primary school for establishing a ‘culture of welcome’ that spreads well beyond the school gates, deeply engaging parents and wrapping highly
effective, bespoke support around families and pupils alike.
Headteacher, Nicola Makinson said: “I am proud that the inclusive nature of our school has been recognised by inspectors as well as the nurture and care we provide for pupils.
“The areas for development align with our school development plan and are the areas I already identified as needing attention when I took over as headteacher in September.
“I am pleased with the report and the clarity provided about how to take the school from strength to strength.”
The report highlighted that pupils behave well, show genuine kindness to one another and thrive under the care of a proud and dedicated teaching staff.
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Furthermore, the academy was lauded for its swift and precise identification of special educational needs, ensuring all children receive the right help to successfully access a rich school life.
Alongside a rigorous focus on safety and wellbeing, leaders were commended for broadening horizons through diverse extracurricular opportunities, which see pupils actively participating in everything from musical theatre to yoga.
While celebrating these widespread cultural and operational strengths, the report also noted areas currently requiring attention- including areas within achievement and also curriculum and teaching. It briefly outlining that newly established school and trust leaders are already taking rapid steps to address historic gaps in learning and further refine the consistency of teaching in writing and mathematics.