|Name||Glyne Gap School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||30 June 2015|
|Address||School Place, Hastings Road, Bexhill-on-Sea, East Sussex, TN40 2PU|
|Religious Character||Does not apply|
|Number of Pupils||112 (70% boys 30% girls)|
|Local Authority||East Sussex|
|Percentage Free School Meals||37.5%|
|Percentage English is Not First Language||6.3%|
|Pupils with SEN Support||6.3%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Glyne Gap School is a special academy for pupils with severe or profound learning difficulties. The school converted to become a stand-alone academy in April 2013. When its predecessor school, which had the same name, was last inspected by Ofsted, it was judged to be outstanding overall. The academy has three sites. The main site caters for pupils from Year R to Year 11. Children in Reception attend full time. Children of pre-school age attend the Early Years Nursery, run by Bexhill College, part time. The provision is shared with some children who go on to attend the neighbouring Pebsham Academy. Sixth form students are based in a faculty at Bexhill College. All pupils from Reception through to the sixth form are supported by a statement of special educational needs or education, health and care plan. The majority of pupils are of White British heritage and a much smaller proportion speak English as an additional language. There are approximately twice as many boys as girls. The proportion of pupils known to be eligible for support through the pupil premium (additional government funding for pupils who qualify for free school meals or are in the care of the local authority) is above average and represents nearly half of the total cohort. The headteacher took up her post in September 2013 after previously being assistant headteacher with responsibility for the sixth form.
Summary of key findings for parents and pupils
This is an outstanding school. Under the inspirational leadership of the headteacher and assistant headteachers, leaders have successfully created a culture in which the progress of every individual pupil takes absolute priority. As a result, all staff have an uncompromising focus on the quality of learning for all pupils. Despite the number of significant changes at the academy, leaders have successfully maintained, and often improved, the quality of provision offered for the varied needs of pupils. Governors are very skilled and knowledgeable. They work extremely well with academy leaders to make sound strategic decisions to maintain and improve the effectiveness of the academy. All staff promote the well-being, health and safety of pupils in all that they do. Pupils are very well cared for. Safeguarding arrangements are very effective. Pupils enjoy lessons and show very high levels of engagement in their learning. Their behaviour contributes to the strong sense of community because they work and play well together. Teaching is highly effective. Teachers have very high expectations. They know their pupils extremely well and plan creative lessons that capture pupils’ enthusiasm. This successfully builds on what they can already do. Other adults, such as teaching assistants, are highly skilled and used effectively to support pupils’ progress. Teaching actively promotes equality of opportunity. Pupils make substantial progress from their starting points given the complexity of their needs. Provision in the early years is outstanding. The environment is very well organised to meet the needs of the specific children. Children make a very good start in the nursery and are well prepared by the time they move into the main academy. The sixth form provision, situated on the Bexhill College campus, is as effective as the rest of the academy. Students are extremely well catered for and so are thoroughly prepared for the next stage in their education, training or employment.