Red Gates School


Name Red Gates School
Website https://redgates.croydon.sch.uk/
Ofsted Inspection Rating Good
Address Farnborough Avenue, South Croydon, CR2 8HD
Phone Number 02086516540
Type Special
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 166 (75.3% boys 24.7% girls)
Local Authority Croydon
Percentage Free School Meals 43.6%
Percentage English is Not First Language 52.1%
Persisitent Absence 28.2%
Pupils with SEN Support 1.4%
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (18 October 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school does not meet requirements on the publication of information about its pupil premium strategy for the current academic year. The school has also not published an up-to-date report on how it meets the needs of pupils who have special educational needs and/or disabilities, in accordance with statutory requirements. The school provides education for pupils who have severe learning difficulties. Many of the pupils have autistic spectrum disorders. All the pupils have an education, health and care plan. Across the school, there are more boys than girls. The proportion of pupils who are eligible for support from pupil premium funding is above average. Following a period of change at senior leadership level, the governing body appointed two interim headteachers from September 2017. The school has recently increased the number of children it admits into its Reception Year. In order to accommodate the expansion, two new classrooms have been built.

Summary of key findings for parents and pupils

This is a good school During a period of change in the leadership of the school, leaders and staff have remained focused on ensuring that pupils achieve well. As a result, the school continues to provide a good quality of education and is improving. Safeguarding is effective. Pupils are safe, happy and well cared for. However, some parents and carers have lost confidence in the school’s work to keep pupils safe. The interim headteachers and the deputy headteacher have brought much-needed stability to the school community. They are taking clear action to restore parents’ faith in the effectiveness of safeguarding arrangements. Senior and middle leaders form a strong team. They have an accurate picture of the school’s effectiveness. Together, they take swift action to address the areas that need improvement. The quality of teaching is good. Staff know individual pupils well. They use this knowledge effectively to plan interesting activities, which are well matched to pupils’ needs. Across the school, pupils typically make strong progress. All groups of pupils, including disadvantaged pupils, achieve equally well. Leaders and teachers are quick to spot pupils who are not making good progress. Well-targeted extra help prevents these pupils from falling behind. Warm and nurturing relationships between pupils and staff underpin the good quality of teaching. Pupils are keen to learn and approach activities confidently. Staff are highly skilled at promoting pupils’ well-being. They are alert to signs that a pupil might be feeling anxious. They act quickly and calmly and help pupils feel secure. Behaviour is good because staff personalise strategies to meet pupils’ individual needs. Leaders and teachers continually review and adapt these strategies to ensure that they have a positive impact on pupils’ behaviour and welfare. Pupils attend regularly. Leaders identify any concerns about attendance promptly. They work constructively with families and external agencies to maintain good levels of attendance. Leaders and teachers ensure that children in the good early years provision settle in quickly and develop positive attitudes to school. Strategies to develop pupils’ communication and language skills are variable. This prevents pupils from building on their existing skills and knowledge. Governors are supportive of leaders’ work. However, they do not routinely challenge leaders to improve the school further.