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Gatehouse Primary School

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Gatehouse Primary School
Secmaton Lane

01626 862605

Headteacher: Mrs Angela Jeffery


School holidays for Gatehouse Primary School via Devon council

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353 pupils aged 4—10y mixed gender
417 pupils capacity: 85% full

175 boys 50%


180 girls 51%


Last updated: Sept. 16, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Nov. 30, 2014
Reason closed
For Academy
OSGB coordinates
Easting: 296126, Northing: 77679
GPS coordinates
Latitude: 50.59, Longitude: -3.4688
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 8, 2013
Region › Const. › Ward
South West › Newton Abbot › Dawlish Central and North East
Urban > 10k - less sparse
Free school meals %

Rooms & flats to rent in Dawlish

Schools nearby

  1. Gatehouse Primary School EX70LW
  2. 0.3 miles Oakwood Court College (Phoenix Learning Care Ltd) EX70DE
  3. 0.4 miles Education and Care (Devon) Ltd At 7-9 Oak Park Villas EX70DE
  4. 0.5 miles Dawlish Community College EX70BY (744 pupils)
  5. 0.6 miles Lanherne School EX79NG
  6. 0.6 miles Dawlish County Infant School EX79AL
  7. 0.8 miles Westcliff School EX79RA (291 pupils)
  8. 1.1 mile Oaklands Park School EX79SF (53 pupils)
  9. 1.3 mile Ratcliffe School EX79RZ (82 pupils)
  10. 1.3 mile Ratcliffe School EX79RZ
  11. 2 miles Cockwood Primary School EX68RB (85 pupils)
  12. 2.4 miles Hazeldown School TQ148SE (413 pupils)
  13. 2.6 miles Starcross Primary School EX68QD (149 pupils)
  14. 2.7 miles Trinity School TQ148LY (467 pupils)
  15. 2.7 miles Buckeridge International College TQ148LY
  16. 2.9 miles Teignmouth Community College TQ149HZ
  17. 2.9 miles St Luke's School TQ149JG
  18. 2.9 miles Teignmouth Community School, Exeter Road TQ149HZ (1062 pupils)
  19. 3.1 miles The Beacon CofE (VA) Primary School EX82SR (202 pupils)
  20. 3.1 miles Our Lady and St Patrick's Roman Catholic Primary School TQ149DT (242 pupils)
  21. 3.2 miles Inverteign Infants' and Nursery School TQ149BB
  22. 3.2 miles Inverteign Junior School TQ149BB
  23. 3.2 miles Inverteign Community Nursery and Primary School TQ149BB
  24. 3.2 miles Teignmouth Community School, Mill Lane TQ149BB (261 pupils)

List of schools in Dawlish

Ofsted report: Newer report is now available. Search "113244" on latest issued May 8, 2013.

Gatehouse Primary School

Inspection report

Unique Reference Number113244
Local AuthorityDevon
Inspection number338128
Inspection dates8–9 December 2009
Reporting inspectorHazel Callaghan

This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryCommunity
Age range of pupils4–11
Gender of pupilsMixed
Number of pupils on the school roll360
Appropriate authorityThe governing body
ChairCarolyn Ballard
HeadteacherMartyn Boxall
Date of previous school inspection 18 October 2006
School addressSecmaton Lane
Devon EX7 0LW
Telephone number01626 862605
Fax number01626 865394

Age group4–11
Inspection dates8–9 December 2009
Inspection number338128

© Crown copyright 2009


This inspection was carried out by three additional inspectors. The inspectors visited 11 lessons, and held meetings with governors, staff and groups of pupils. They observed the school's work and looked at documents, including the school improvement plan, reports from the school improvement partner, assessment records, safeguarding records and related policies, minutes of governors' meetings, teachers' plans and records of curriculum activities. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

    • how teaching and the curriculum are used to ensure pupils of all abilities make good progress, especially in mathematics and particularly the potentially more-able pupils in all areas
    • the extent to which pupils understand how to improve their own work
    • how it promotes pupils' spiritual development and their awareness of cultural diversity
    • the extent to which leaders at all levels promote the consistency of standards and progress in their subjects.

Information about the school

Gatehouse Primary is a large school. The vast majority of its pupils come from families of White British backgrounds. There are no pupils in the early stages of learning English. The proportion of pupils eligible for free school meals is below that found nationally, as is the proportion of pupils identified as having special educational needs and/or disabilities. The number of pupils with statements of special educational needs, however, is greater than usual for a school of this type. The school runs its own breakfast club and after-school club which are managed by the school governors. The school has successfully achieved the Healthy School Award and a Community Award. The number of pupils on roll has fallen recently, requiring a reorganisation of classes in Key Stage 2. Some of the classes now include pupils of two age groups.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school?


The school's capacity for sustained improvement


Main findings

Gatehouse Primary is a satisfactorily effective school. Aspects of its work, particularly in the care, support and guidance given to all pupils, are good. The vast majority of pupils are happy at school and think it is a great place where they are well looked after and feel safe and secure. One pupil's comments about the staff were typical of many: 'They help to keep you safe and when I'm down someone is always there to help you.' These good levels of care and the strong emphasis on developing pupils' social and emotional development underpin pupils' good progress in their personal development. The behaviour in the school is good, especially in lessons and pupils are responsible and helpful members of the school community.

Academically pupils make satisfactory progress overall. Attainment over the last three years has been in line with the national average. A sustained and effective focus on raising standards and achievement in writing has been very successful and last year standards in English were above the national average, the result of pupils' strong progress. Pupils of all abilities and groups achieved very well in both English and science in the national tests last year, but pupils made slower progress in mathematics and standards remained average. This has been correctly identified as an area of improvement that is now a focus for school development.

During the inspection teaching in English was stronger than in other areas of the curriculum. Although there is a proportion of good teaching, there are still inconsistencies of approach which are affecting pupils' progress and making it satisfactory overall. Children make a good start in their learning in the Reception classes because of the good provision there, but from then on the quality of teaching is very varied. Where teaching is effective, all pupils, including the more able, are appropriately challenged and reach the levels they are capable of. However, a minority of teachers do not consistently use assessment of pupils' prior learning to identify the next important steps or to ensure that activities are appropriately matched to their varying abilities. Pupils with special educational needs and/or disabilities make good progress when they are taught in small groups designed to meet their particular needs, and once back in class they make the same progress as their peers. Teachers' subject knowledge in English is good, but in mathematics the range and quality of learning strategies used is variable. Where this is secure, teachers use a range of positive strategies to help pupils understand new skills and to use them to solve problems. However, there are not enough opportunities for pupils to investigate and to explore ideas, which reduces pupils' opportunities to use their knowledge and to consolidate their understanding in 'real life' situations.

Relationships in all classes are positive and where teachers support pupils' ability to evaluate how well they are doing and give them clear guidance on how to improve, this supports good progress. A small group of teachers, however, do not mark pupils' work regularly, and do not always ensure that agreed policies and procedures are followed. This undermines the school's ability to move forward. There are clear expectations and a strong focus on raising standards of teaching and learning coming from the senior leadership team. Comprehensive monitoring of teaching and learning to identify areas of weakness alongside many strategies of support have resulted in good improvement in writing, but the inconsistencies in teaching and in some other aspects of the school's work shows the capacity for further improvement is satisfactory rather than good.

Pupils get on well together and the school's good links with wider community provide a secure basis for promoting community cohesion, but pupils have very few opportunities to extend their awareness of the diversity of cultures in the United Kingdom and so develop respect and tolerance of people from different backgrounds

What does the school need to do to improve further?

  • Ensure that teaching and learning are consistently effective by:
    • using assessment of pupils' work accurately to identify what pupils need to learn in each lesson and to plan activities that match the range of abilities in the class
    • providing challenge for pupils of all abilities, particularly the more able, so they make better progress
    • ensure teachers follow agreed strategies and procedures for giving pupils a clear understanding of how well they are doing and how to improve.
  • Raise standards in mathematics by:
    • improving teachers' subject knowledge in mathematics
    • providing more opportunities for pupils to investigate problems and apply their knowledge in real life situations.
  • Provide greater opportunities for pupils to interact with people of other backgrounds and cultures so their awareness and understanding of the diversity of cultures in the UK is further developed.

Outcomes for individuals and groups of pupils


Pupils want to do well and try hard. They show good levels of attention and concentration and work well together in pairs and in groups to discuss and complete their tasks. In consequence, when activities are well matched to their abilities, pupils make good progress. This was demonstrated well in a mathematics session were pupils were able to select a word problem from a wide range of questions, all well matched to their abilities. They completed a large number of questions with growing confidence because the calculations were all linked to tables they were currently learning with a level of difficulty that extended their skills well. Pupils make good progress in their learning in English, especially in writing activities, because what pupils are to learn is explained clearly and checklists are used to help pupils understand how they can succeed. However, this is not always the case. In a few lessons, mainly in mathematics, insufficient thought is given to exactly what pupils are to learn by the end of the lesson. As a result, the activities pupils are given are not sufficiently challenging for some or too difficult for others to tackle without support, holding back progress.

Pupils enjoy school and most want to attend regularly but holidays in term time keep attendance figures to that similar to the national picture. Pupils say they feel safe and secure. They are aware of the potential hazards around them and have a good understanding of how to keep themselves safe. Pupils' social and moral development is good. They show care for one another and for those less well off than themselves. They are developing an awareness of the need for recycling and sustainability. Pupils make a positive contribution to the school and to the local community. They take on responsibilities with enthusiasm and carry out their roles well. Older pupils take great pleasure from helping the youngest in the school at lunchtimes and when they go out to play. They have a good understanding of how to develop healthy lifestyles and many try to make positive choices about keeping fit and eating healthily. Opportunities to reflect and consider important issues and to respect the beliefs and cultures of others are satisfactory. Pupils have good attitudes to work and their personal skills are positive. The basic skills of literacy, numeracy and computer skills overall are satisfactory and so pupils are satisfactorily prepared for their next stage of learning and the world of work.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
The extent to which pupils feel safe2
Pupils' behaviour2
The extent to which pupils adopt healthy lifestyles2
The extent to which pupils contribute to the school and wider community2
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

How effective is the provision?

The school's provision is satisfactory overall. There are strengths in the personal, social and health education programme that supports pupils' personal development well. A good range of additional activities also stimulate pupils' interest and extend their learning. Opportunities to learn a wide range of musical instruments and lessons in French, Spanish and even Russian all extend pupils' opportunities. The curriculum is suitably broad and well balanced and links between subjects that make activities more relevant are increasing. Where teachers develop these links pupils are interested and enthusiastic about their tasks. Pupils' skills in information and communication technology are systematically taught, but these skills are not sufficiently used to support pupils' learning in other subjects.

The curriculum is satisfactorily matched to pupils' needs and for those pupils with statements of special educational need or with specific learning difficulties, group sessions often ensure their good progress. The success of the curriculum in moving pupils forward in their learning is often limited by the quality of teaching and the opportunities provided for pupils to evaluate their own work and progress. In a class of pupils in Year 4 and 5 pupils were given this opportunity and they gained a very positive insight into what they had learnt and recognising how they could improve. However, pupils are not consistently given this opportunity and this is currently a factor which is limiting further pupil progress.

Pupils are given good levels of personal support by all staff and some support staff play a very important part in building self-esteem and supporting pupils' confidence and social skills. Those pupils who have been identified as having particular personal difficulties are given good levels of support. Outside agencies are used effectively to support pupils and their families when there is the need and this results in pupils being more able to settle to work and succeed. The school responded to parental requests for wrap-around care and well-run breakfast and after-school clubs keep pupils safe and entertained.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships3
The effectiveness of care, guidance and support2

How effective are leadership and management?

There is a clear vision for and commitment to raising standards from the senior team and many other members of the staff. The senior leadership team have an accurate view of the school's strengths and areas for development and the sustained and effective focus on improving writing has been successful. A variety of strategies to support teachers in their teaching have been used and these have proven successful in many cases. However, a small proportion of teaching is still not good enough. Although senior leaders have clearly articulated their vision for further improving the school, they have not succeeded in achieving the necessary commitment from all of the staff. Procedures for ensuring the safety and well-being of all pupils meet requirements, but not all staff are rigorous in following school policies to ensure that incidents of misbehaviour are followed up appropriately.

The school works well with a range of partners, including the other schools, local artists and outside agencies, to enhance pupils' learning, extending the curriculum, and personal development. It succeeds well in tackling discrimination and ensuring that every child is valued. Pupils with a range of disabilities are welcomed into the school and all pupils are able to take advantage of what it has to offer. The school tries hard to engage with all its parents and this is usually effective, but it is also well aware that a small minority have some concerns.

Governors are well informed and very supportive of the school's work. They recognise some of the areas where the school needs to improve and are making plans to address them, such as creating a parent group to consider the concerns from parents about communication and homework and how they can be successfully addressed. The school has evaluated its contribution to community cohesion and correctly judges this to be satisfactory. While it succeeds well in promoting a harmonious school community and helping pupils to grow up as confident, valuable members of their local community, more needs to be done to develop links further afield and to extend pupils' awareness of the diversity of cultures in the United Kingdom.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving improvement
Taking into account:
          The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers3
The effectiveness of partnerships in promoting learning and well-being2
The effectiveness with which the school promotes equality of opportunity and tackles discrimination2
The effectiveness of safeguarding procedures3
The effectiveness with which the school promotes community cohesion3
The effectiveness with which the school deploys resources to achieve value for money3

Early Years Foundation Stage

Children start school with a limited range of knowledge and skills for their age, particularly in their personal, social and emotional development and language skills. The good procedures to introduce them to school enable them to settle well and when they finally start full time, under the sensitive and skilled care of all the adults, they make good progress. Some make outstanding progress to reach broadly average standards by the time they enter Year 1. Particularly good progress is made in children's language skills and in the use of numbers. Weaker aspects of their learning in their creative development and some aspects of social and emotional development remain.

Children make good progress because teaching is good and children's tasks focus on activities they find interesting. There is a good balance of adult-led and child-initiated activities and many opportunities for children to make choices and to develop their independence and organisational skills. Leadership and management of the Early Years Foundation Stage are good. The staff work together as a strong team who know the children well and adapt activities to best meet their needs. Children's welfare is of prime importance and good links are made with parents as part of the induction process and maintained throughout children's time in Reception. Good use is made of all areas of the classroom and the outside area for children to experiment and explore. Nevertheless, the Early Years Foundation Stage manager has identified aspects she wants to improve so that children may be given more opportunities to investigate both inside and outside the classroom. She is also exploring strategies to extend children's creative skills and strengthen their emotional development.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
          Outcomes for children in the Early Years Foundation Stage
          The quality of provision in the Early Years Foundation Stage
          The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Parents of almost a third of the pupils responded to the Ofsted questionnaire. Most responses were very positive and parents showed their general satisfaction with the school. A small minority of parents expressed concern about the quality of communication provided by the school and a few others were unhappy with the quantity and regularity of homework. Both these concerns had been previously expressed by parents in their response to a questionnaire recently sent out by the school governors. The governors are consequently forming a parent group which will explore in greater detail the exact nature of parents concerns so that they can be discussed and addressed. A small but significant group of parents were concerned over what they see as bullying and/or inappropriate behaviour which they feel the school does not take sufficiently seriously. These concerns were followed up in detail by the inspection team. Inspection evidence shows that the vast majority of pupils behave well both in and out of lessons. There is a small group of pupils who have emotional and behavioural difficulties who are well supported by the staff and their behaviour is usually managed well. Occasionally there are outbursts, but these are now rare and pupils say they are not worried by these incidents. They say confidently that if there is anything that causes them upset or concern, they need only report it to the staff and it gets sorted out. Inspectors agree with this view, but observed that procedures to analyse and follow up the written behaviour logs were not consistently applied.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Gatehouse Primary School to complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 12 statements about the school.

The inspection team received 109 completed questionnaires by the end of the on-site inspection. In total, there are 360 pupils registered at the school.

My child enjoys school413859547611
The school keeps my child safe423962573311
My school informs me about my child's progress25236156121166
My child is making enough progress at this school30285550171644
The teaching is good at this school383556518722
The school helps me to support my child's learning23215853191766
The school helps my child to have a healthy lifestyle282671656611
The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)181769635555
The school meets my child's particular needs25236358131222
The school deals effectively with unacceptable behaviour27255349161555
The school takes account of my suggestions and concerns21195248131266
The school is led and managed effectively2927595410955
Overall, I am happy with my child's experience at this school3734514710944

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.


What inspection judgements mean

Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools inspected between September 2007 and July 2008

Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

Common terminology used by inspectors


the progress and success of a pupil in their learning, development or training.


the standard of the pupils' work shown by test and examination results and in lessons.

Capacity to improve:

the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management:

the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.


how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness:

inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.

the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.

10 December 2009

Dear Pupils

Inspection of Gatehouse Primary School, Dawlish EX7 0LW

Thank you for making us so welcome and answering our questions when we visited you recently. You told us that you enjoy school, like your teachers, and really enjoy your activities. Here are some of the things I found out about your school.

    • You get a good start to your schooling in the Reception class.
    • You make the progress expected of you and reach standards in Year 6 that are similar to many pupils nationally. In English you often make good progress, but it is not as strong in mathematics.
    • You behave well. You are polite, friendly and helpful. You told me how everyone gets on well together and that you enjoy helping each other.
    • You told us that you enjoy school and have no concerns over bullying. You have a good understanding of the need to keep yourselves safe and healthy.
    • You look for ways to make the school and the local community a better place to be.

Gatehouse Primary has already done well in helping you to make good progress in writing, but we have asked the teachers and governors to do these things to make the school even better:

    • Help you make even better progress by checking up more thoroughly on what you do know at the start of lessons, so that the work you do is neither too easy nor too hard for you, and also by giving you better advice on how to improve your work.
    • Help your work in mathematics by giving you more opportunities to investigate problems and relate your skills to real life situations.
    • Give you opportunities to find out more about people of different religions and cultures who live in the UK and around the world.

Thank you again for helping me with my questions, and remember ' you can play your part in making Gatehouse Primary a really good school by continuing to work hard. Wishing you all the very best for the New Year.

Best wishes

Mrs Callaghan, Lead Inspector.

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email

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