Gilbert Ward Academy

What Ofsted said

From the inspection on 6 May 2026

Pupils are safe at Gilbert Ward Academy. They are greeted each day by staff who care for their wellbeing. Most pupils behave well. They respond to the clear routines and structures that are in place. Pupils value the positive friendships they have made with their peers. Bullying is dealt with effectively by leaders. Many pupils have had negative experiences of education in the past. When they join this school, they feel that staff understand their special educational needs and/or disabilities. Pupils receive the help they need to reduce their barriers to learning. However, too many pupils are regularly absent from school. Pupils access tailored curriculum pathways that are designed to meet their needs. They make positive steps towards achieving their education, health and care plan outcomes. However, pupils are not given enough time to learn the content that they need to know across subject areas, which impacts on what they can achieve. A minority of pupils have gaps in their knowledge because teachers do not always check that they understand what they have been taught. All pupils, including those who are disadvantaged, benefit from regular engagement in their local community. They learn how to travel independently and access local leisure facilities. Pupils enjoy visits to places, such as the aquarium, zoo and the coast. They choose visits as rewards, such as laser quest and bowling. Pupils learn how to socialise with their peers and resolve conflict. Pupils are well prepared for their next steps. They sample the world of work in their local area. Pupils are supported to work towards achieving their aspirations. For example, some pupils work towards their site safety certificate ahead of moving on to a construction course.

What the school should improve

• Leaders should ensure that their actions lead to a rapid improvement in attendance and quickly reduce persistent absence so that more pupils are engaging in their education.
• Leaders should ensure that all pupils access regular and consistently high-quality teaching that reduces gaps in pupils' knowledge so that they learn securely over time, across the curriculum.
• Leaders should ensure that all pupils secure the foundational knowledge that they need and achieve well from their starting points, in preparation for their next steps.
• Leaders should continue to address their priorities for improvement and to monitor the impact of this work, including the impact of staff's professional development, in order to make sustained improvements to the quality of education that pupils receive.

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