Gaynes School

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About Gaynes School

Name Gaynes School
Ofsted Inspections
Headteacher Annabelle Kirkpatrick
Address Brackendale Gardens, Upminster, RM14 3UX
Phone Number 01708502900
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 288
Local Authority Havering
Highlights from Latest Inspection

What is it like to attend this school?

Leaders have created an environment of optimism and confidence at the school.

Pupils are kind to each other, considerate and courteous. They are happy and safe. Many parents and carers said that the school provides 'quality teaching with quality pastoral care'.

Leaders ensure that pupils achieve well in their learning.

Pupils are respectful to each other and work hard in lessons. They meet the high expectations set by leaders.

Staff deal with any bullying quickly and effectively. 'Anti-bullying pupil ambassadors' play their part too and take their roles seriously. Prefects act as positive role models to younger pupils.

Pupils' opinions are t...aken on board in many ways, including through the school council.

Leaders support pupils' mental health and emotional well-being, for example, through the 'don't worry, be happy' club. Pupils enjoy attending a range of sports clubs, including football, basketball and table tennis.

Leaders provide opportunities for pupils to find out about future careers. For example, pupils attend workshops led by a range of visitors, such as firefighters, lawyers and Paralympians.

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

Leaders have constructed an ambitious curriculum for pupils, including those with special educational needs and/or disabilities (SEND).

In most subjects, leaders have thought carefully about what pupils need to learn and when. This careful planning supports pupils to build up their knowledge securely. For example, in art, pupils' pen and brush control becomes increasingly sophisticated over time.

Pupils study a range of artists, including Banksy, and develop their knowledge of art movements, such as Cubism. Pupils combine and develop these skills with confidence through Years 8 and 9.

However, in a small number of subjects, in Years 7 to 9, leaders have not considered as carefully how well pupils' knowledge develops over time.

This affects how well the curriculum is delivered in these subjects and it leads to inconsistencies in some pupils' understanding.

Teachers use their subject knowledge effectively to help pupils understand key concepts. For example, in history, teachers made connections between English monarchs and medieval west Africa.

This strengthened pupils' understanding of concepts such as power and society.

Teachers check that pupils remember what they have been taught, for example, at the beginning of a lesson to reinforce what pupils had been taught previously. Where necessary, teachers re-teach specific concepts, so that pupils understand them with sufficient clarity.

This makes a positive difference to pupils' learning. Typically, pupils remember what they have been taught. Pupils explained confidently their knowledge of different concepts.

Leaders ensure that the needs of pupils with SEND are identified and met. Leaders make sure that appropriate support is given to pupils who need extra help in learning to read. Teachers understand these pupils' learning needs.

Teachers provide pupils with the right support, so that they can build the knowledge and skills needed to keep up with their peers.

Pupils look out for each other. Those who are new to the school are welcomed warmly by staff and pupils.

Pupils behave sensibly in lessons and during breaktimes. Pupils said that they appreciate leaders' high expectations for behaviour. They said that rules are fair and that teachers apply them fairly.

Pupils are particularly grateful for the ways in which staff help them to 'make the right decisions'.

Leaders have created an extensive personal development programme for all pupils. It provides pupils with a range of well-planned opportunities to learn about important issues, including relationships and healthy lifestyles.

In assemblies and in their interactions with pupils, leaders emphasise the importance of kindness. Pupils learn about respecting others and how to listen to different points of view. Teachers organise regular activities and trips, which provide opportunities to promote pupils' resilience and confidence.

Leaders provide pupils with the information they need about future choices. This includes the different options available to them when they leave the school.

Leaders, including members of the trust, have worked effectively together to improve the school.

Those responsible for governance work closely with leaders and parents to ensure that high standards are set and upheld. Teachers enjoy working at the school and feel well supported. Teachers said that leaders take account of their workload.


The arrangements for safeguarding are effective.

Leaders and staff know pupils' needs well. Leaders have set up systems, so that staff can identify any pupils who may require support.

Leaders ensure that staff know how to identify and report their concerns about pupils who might be at risk of harm. Pupils learn about keeping safe online. Leaders provide tailored support for pupils when they need it.

Leaders work effectively with external agencies, where necessary, to keep pupils safe. Every step that leaders take to support pupils' welfare is methodically recorded.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not considered with sufficient precision what pupils need to learn and in what order.

This sometimes leads to inconsistencies in how well the curriculum is delivered in these subjects. This affects pupils' learning. Where this is the case, leaders should ensure that the curriculum is planned and sequenced coherently.

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