Blackpool Gateway Academy

What Ofsted said

From the inspection on 2 June 2026

A warm welcome awaits all pupils at Blackpool Gateway Academy. Leaders have established a school culture based on belonging that helps every pupil to know that they are included. Pupils and their families benefit from support that goes well beyond the school gate. This support is often key to keeping pupils safe and well cared for. Many pupils join the school later in their education. They, and others, can face multiple barriers to their wellbeing and learning. These barriers reduce rapidly because of the action that staff take. Pupils are happy and ready to learn. Pupils behave well in school. Pupils rise to the consistent expectations that staff hold for their behaviour and conduct. From the Nursery Year onwards, children quickly and happily settle to new routines. Pupils benefit from secure and trusting relationships with the adults around them. These relationships influence the positive culture of behaviour in school. Bullying is very rare. If it happens, leaders take swift action to make sure that it stops. This is almost never needed. Over time, a large number of pupils have struggled to attend well. Leaders systematically identify and reduce the barriers that pupils have to their attendance. When new pupils arrive, they swiftly receive the same help and support. Pupils benefit from a well-designed curriculum. However, some aspects of the curriculum are less developed. The curriculum is not yet taught consistently well. Sometimes, pupils have gaps in their learning that are not addressed precisely enough. This limits their achievement. However, pupils benefit from many well-considered opportunities to explore their interests, for example pupils participate in musical theatre, practise photography and learn yoga. Pupils show each other kindness and care. They respect each other's differences. One pupil captured the views of many, saying, ‘It would be boring if we were all the same.’

What the school should improve

• Leaders should continue to implement their plans to build on the successful start to the teaching of writing in the early years so that it becomes consistent from Year 1 onwards.
• Leaders should make sure that teachers check and address gaps in pupils' knowledge more precisely so that pupils secure the important foundations that they need.
• Leaders should make sure that the tasks that teachers select for pupils to complete are precisely focused on the important knowledge that pupils need to acquire.
• Leaders should continue to implement their plans to provide more opportunities for pupils to practise their mathematics knowledge so that pupils apply this knowledge more fluently.

Read the full Ofsted report (opens in a new tab)