Ofsted conducted a remote visit to The Gateway Academy on November 5, 2020, to assess the school's response to the challenges posed by the COVID-19 pandemic. This visit was part of a broader initiative to understand how schools are managing the return to full education following an extended period of disruption. The visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as classroom observations or reviewing students' work. Instead, the focus was on discussions with school leaders about the actions taken since the full reopening of schools in September 2020.
During the visit, the principal, Grainne McLaughlin, and other leaders, including those responsible for safeguarding, provided insights into the school's operations. The school reopened to all pupils on September 3, 2020, and attendance rates were reported to be in line with typical figures for this time of year. The school had initially planned to introduce changes to its personal, social, health, and economic education curriculum in September but opted to deliver this content as a timetabled lesson rather than during tutor times.
The curriculum offered to pupils remained comprehensive, with all subjects being taught, although some subjects experienced slight reductions in time allocation. The school allocated more time to the enhanced PSHE program and made adjustments to the school day timings. Teaching methods were adapted, particularly in science, where demonstrations replaced hands-on practical tasks. The school plans to review these delivery methods throughout the academic year.
Teachers were actively identifying gaps in students' understanding through ongoing assessments, some of which were conducted online. Based on these assessments, teachers adjusted their teaching strategies. For students requiring additional support, the school intended to utilize established systems, including additional learning periods. A Saturday school was introduced earlier in the academic year than usual to provide further support.
To address gaps in knowledge due to the previous partial school closures, the school delayed certain mathematics and English content for Year 7 and Years 7 and 8, respectively, to implement a transition program. This program aimed to identify knowledge gaps and cover missed work. The school is now progressing with its standard mathematics and English programs, ensuring that content is taught in the usual order.
The school committed to maintaining the breadth and depth of study for Year 11 students, regardless of any potential changes to examination requirements. This decision was made with the belief that it would benefit students in their future endeavors. Additionally, the school has plans to deliver remote education if any year groups are unable to attend in person due to COVID-19. This remote education would include a combination of video conferencing and online assignments, ensuring that the content aligns with the normal curriculum.
The insights gathered from this visit will contribute to Ofsted's national reporting, helping to inform future educational policies. The visit did not reveal any significant concerns, and the school was commended for its efforts in adapting to the challenges posed by the pandemic. The information shared during the visit will be valuable in understanding the broader impact of COVID-19 on education in England. The letter summarizing the visit will be published on the Ofsted website and shared with relevant stakeholders, including the board of trustees and the regional schools commissioner.
