Laleham Gap School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school

Ozengell Place
Ramsgate
CT12 6FH
01843570598
Pupils
202
Ages
4 - 17
Gender
Mixed
Type
Foundation special school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(5/7/17)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

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84%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

6.1:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
22.6%
NATIONAL AVG. 8.2%
Persistent Absence
1.5%
NATIONAL AVG. 21.2%
Pupils first language
not English
25.5%
NATIONAL AVG. 16.8%
Free school meals

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your appointment in January 2017, you have wasted no time in setting out your vision and completing the groundwork required to move the school forward. You work collegiately with the various members of your senior leadership team. Together, you have reassessed the school’s strengths and identified the key areas leaders will need to improve for the school to become outstanding. With the support and well-judged guidance of the governing body, and in partnership with the local authority, you have created the capacity for the school to improve rapidly in the future. Our classroom visits showed the school to be a happy place, where pupils enjoy learning and make good progress. Relationships are strong. Teaching and support staff know pupils very well and have a clear understanding of both their academic, and social and emotional needs. Relationships between pupils are also strong, as witnessed in an art lesson where pupils evaluated each other’s work, clearly articulating their opinions in a mature and forthright manner. Pupils were happy to share their work with inspectors. Most were able to tell inspectors very clearly about what they were learning, and why. This included children in Reception, who were happy to tell me about their favourite song, ‘Bingo’, and how they enjoy learning about ‘words’. At the time of the last inspection, inspectors highlighted the many strengths of the school, including that senior leaders had a clear vision and accurate view of the school’s strengths, and that good teaching ensured that all groups of pupils were making good progress. They also identified the need for leaders to ensure that teachers planned lessons to fully meet the needs of all pupils, and that teaching assistants should be used more effectively to support learning. Leaders have dealt with these matters successfully. Both inspectors witnessed support staff making effective interventions to consolidate or enhance learning. Modelling the transfer of energy in a science lesson and the widespread use of targeted questioning to confirm understanding, or add further challenge, were good examples of this. Classroom visits confirmed that teachers plan learning to meet the needs of pupils of all abilities, and that the levels of expectation are appropriate most of the time. Since the last inspection, leaders have continued the important process of selfevaluation. Since your arrival, this has quite rightly been given a very high priority. You were able to explain clearly the school’s many strengths, as well as the areas that need to be developed. Your work in partnership with other special schools to enhance systems to assess pupils’ academic progress and social and emotional development is going well, although is not yet complete. We agreed that developing middle leaders’ understanding of their strategic role in improving all aspects of the school should be a key priority going forward. You agreed with me that sharing the good practice and teaching expertise already in the school, including between different key stages, will help improve the quality of teaching, learning and assessment to become outstanding. Safeguarding is effective. Arrangements to safeguard pupils are effective. Policies, procedures and systems are robust and day-to-day routines are comprehensive. The single central record of staff checks is sound. Staff training is thorough and up to date and has recently focused on key national priorities. The school’s culture to protect children and keep staff and pupils safe is well developed. Pupils told inspectors that they feel safe in school and that they trust staff to deal with their concerns. The vast majority of parents who used the online parent questionnaire agree that their children are safe at the school. However, there have been some valid concerns raised by parents and staff about various aspects of the new school site. Leaders are working urgently in partnership with the Education and Skills Funding Agency and the contractors to address these concerns. Inspection findings Most pupils are making good or better progress in a range of subjects from their different starting points. School leaders track the progress of pupils well. Progress meetings are held at regular intervals to allow leaders and teaching staff to identify pupils who are in danger of falling behind. Revised systems to assess and monitor pupils’ progress are effective, but need more time to embed. Classroom visits showed pupils to be making good progress over time. Scrutiny of books and teachers’ own systems to track progress and identify gaps in learning showed evidence of pupils making good or better progress. In some cases, it was also clear to see the small steps of progress pupils were making as inspectors looked on. However, occasionally teachers’ expectations were not high enough, because pupils found the work they were doing too easy. The curriculum meets the needs of pupils well. In the primary phase, the topicbased curriculum engages pupils well. Combining subjects into one topic theme creates capacity in the timetable. It also allows teachers and support staff, including speech and language therapists, to focus on language skills, while enabling pupils to make the connections required to consolidate their learning. Pupils in the secondary phase of the school benefit from a bespoke curriculum which evolves year on year. This enables teachers to address the specific needs of each cohort, so that the correct balance between subject knowledge and developing life and language skills can be maintained. Enrichment opportunities, including contributing to local art exhibitions, or residential trips to face the excitement and challenge of outdoor adventurous activities, are all well established as part of the wider curriculum. The school’s provision for pupils from disadvantaged backgrounds is strong. Leaders and governors monitor the progress of disadvantaged pupils well. As a result, staff are very focused on ensuring that these pupils make the progress required. Additional support and interventions are put in place when needed, including extra sessions with occupational or speech and language therapists if required. School leaders have been successful at reducing the rates of absence of disadvantaged pupils this year. This is particularly the case with persistent absence, which has fallen significantly. Next steps for the school Leaders and those responsible for governance should ensure that: the roles of middle leaders are further developed, so that middle leaders have more of an impact on improving the quality of teaching and learning systems to assess and monitor pupils’ progress are further developed, so that they become a fully effective tool for teachers and leaders to improve outcomes for pupils good practice evident in classrooms is shared, so that it has a positive impact on improving the quality of teaching, learning and assessment across all phases of the school further enhancements to improve the environment and security of the school’s site are completed without delay. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Kent. This letter will be published on the Ofsted website.

Laleham Gap School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

03000 41 21 21

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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