Gateways School

The Good Schools Guide Review of Gateways School, Leeds, LS17 9LE

Our View

A high achieving, close knit school in a very pleasant, secure environment, with a strong awareness of the wider world and offering a wide range of extra-curricular opportunities.

Headmistress

Since 2009, Mrs Yvonne Wilkinson BA PGCE NPQH, geography degree from Northumbria University (late forties). Taught geography and PE at St Joseph's RC School, Hebburn on Tyne, The Algarve International School (senior mistress), The Portsmouth Grammar School (first ever house mistress), King Edward VI Five Ways School, Birmingham (first ever female deputy head and acting head), Holy Trinity School, Worcester (head). Dynamic - 'a breath of fresh air', according to a parent; very capable and self assured - has managed greatly to reduce loss of girls post GCSE by making substantial improvements to sixth form facilities and status within the school: ‘We added more challenge and rigour’.

Keen to promote the girls’ awareness of the wider world – we attended her assembly on 'ordinary people doing extraordinary things' that ranged from current revolutionary events in the Middle East to Rosa Parkes to the Gateways' girls seen at their various activities in a photo montage. Wants to extend the year 8/9 curriculum to allow for more creative, mixed age group work; teaches geography to year 7; high visibility around the school, standing outside at the beginning and end of the day. Husband Robin is a national award winning canal narrow boat designer, boat builder and engineer; son at Bromsgrove School, daughter at Gateways; interested in sport, walking, film, music, theatre; ISI inspector.

Off in September 2012 to head King Edward VI Five Ways School.

Academic Matters

In the top five per cent nationally for value added. Excellent A level results and rising - 2011, 46 per cent A/A*, 81 per cent A*-B, 100 per cent A in Physics. Small groups, even just one or two girls; usual staples plus a wide range of options for such a small sixth. AQA Bacc, extended project qualification, Greek, critical thinking and citizenship AS for the very bright. Girls praise teachers as 'like friends', helpful and stimulating; lessons involve lots of discussion, independent thought and learning, with students giving powerpoint presentations on smartboards. They like the small classes and the absence of boys - 'We're more focused'; 'We don't have to worry about getting things wrong in class'; 'What you look like isn't so important' - and appreciate the help with university admission: mock interviews with an academic from Leeds University or a businessman from London, followed by feedback with a score.

GCSE results are impressive generally and also rising - 2010, 57 per cent A/A*, 29 per cent all A/A*; IGCSE maths; all do a foreign language, humanity and creative arts subjects; ICT, RS and IGCSE (double award) science started in the summer term of year 9. All take three modern foreign languages in year 7, then two or three in years 8/9; Latin for all in years 7-9, when they also do some 'stepping up days' involving mixed age group work. Classes average 16 - we saw very focused pupils. Very good facilities across the board.

Exceptionally thorough gifted and talented provision across the school, including maths and music master classes, creative arts workshops, after school Mandarin classes, thinking skills, Greek and Latin GCSE, early entry public exams, national competitions.

Learning support received high praise in the latest inspection report: the qualified co-ordinator meets regularly with heads of departments, children are supported in class or outside in individual or small group sessions. Can cope with autism, dyslexia, dyspraxia, physical impairments - will take statemented children if their needs can be met.

Games, Options, the Arts

The usual sports - particularly strong netball (recent Barbados tour) - and lots of extras, such as climbing, orienteering, football, trampolining, tag rugby, with very successful gymnastics to international level; sports leader award popular. Modern sports hall with fitness suite; no swimming pool but outings to, eg a driving range, golf course, following girls' suggestions.

The music centre is a converted house from the Harewood Estate, well equipped with keyboards and computers. Plenty of performances, at school and in the community; a singing master class. Very attractive hexagonal theatre with versatile seating and a small drama studio in the main building - ambitious plays produced, such as 'The House of Bernarda Alba'; A level play outings to London, Stratford and northern theatres; LAMDA very popular. High level ballet achievements, with visiting companies doing dance performances and workshops. Good art, though not as exceptional as we have seen in other schools; all key stage 3 pupils do food technology and textiles, including how to use a machine.

Impressive sums are raised from ambitious charity projects, such as a fashion show and 200 mile cycle ride,organised by the girls, for the Leeds homeless, Russian orphans, African school children, Amnesty International. Sixth formers do local volunteering (all), help with clubs throughout the school, run the school council and develop cooking skills in readiness for university. Participation in lots of competitions, school, house and external, with outstanding success in regional business enterprise competitions; also hosts breakfast business networking conferences. Duke of Edinburgh popular; the whole school writes, illustrates, designs and publishes their own book; a parent and daughter book club. Green flag/Eco schools award renewed twice - some school food is grown in their own kitchen garden. Lots of trips abroad, plus outward bound residentials for years 7-9; Cambodia expedition for 2012; recent International School award.

Background and Atmosphere

Situated in the village of Harewood, between Leeds and Harrogate. Began as a small prep in Leeds in the early 1940s, moved to its current site 1947, started secondary level 1960s. The eighteenth century main building was originally a private home belonging to the Harewood estate - much wooden panelling and banisters; elegant, well decorated classrooms looking out onto hills; the particularly attractive library has pine shelving, comfortable chairs for reading and a large study space above with a sloping pine roof; also some darkish, rabbit warreny corridors and a large, cheerful, year 11 common room on the top floor. The sixth have their own cosy relaxation and study area in the cellars – two rooms with beanbags, more pine and a small kitchen, as well as another pleasant study room; all have their own desks and access to two computer suites. The new, low buildings are very harmonious, the courtyard at the back having a farmyard feel (complete with pungent smells from a nearby farm – but not every day, we were assured by Mrs Wilkinson).

The uniform is cherry red blazers with red and black check skirts. The sixth wear a tailored suit with knee length skirt/trousers and are allowed jewellery, nail varnish and loose hair. Prefects (not staff) wear academic gowns in assembly, which they see as 'quite cool, like “Harry Potter”'. Girls view the school as happy, secure, friendly and welcoming to newcomers. The learning co ordinator described them as very tolerant of anyone with special needs: ‘They see the person, are very supportive, protective and generous’. The sixth formers value the school's intimate character, which affords them so many opportunities to undertake responsibilities and develop their talents.

Pastoral Care and Discipline

Pastoral care a very strong feature, based considerably on the amount of individual attention girls receive and how well their teachers know them. Parents feel any problems are handled quickly and effectively; a trained, experienced teacher acts as a confidential listener for girls with emotional problems; all year 7s have two mentors – a year 9 and a sixth former. 'There is always someone to talk to if you have a problem,' we were told by a girl.

Pupils and Parents

A range of cultural backgrounds; parents are predominantly managerial/professional. Pupils mainly from Leeds and environs, covering a wide geographical area: Harrogate, Wetherby, Otley, Ilkley, Boston Spa. Good links with parents – ready access to head and staff, regular newsletters, a termly magazine, 'The Gate Way'. Girls are open, enthusiastic and articulate. Henrietta Hill (human rights lawyer) is an old girl.

Entrance

Year 7: tests in maths, English and (on line) non-verbal reasoning, and an interview - only for external candidates; takes girls of average and above average ability.

Sixth: need six GCSEs at A*-C with at least a B in subjects to be taken at AS level. Small numbers, but on the up, and girls often return.

Exit

About one fifth leave post GCSE (retention is rising steadily) for maintained schools and colleges.

A broad range of universities and subjects, several to Russell Group; almost all get their first choice.

Money Matters

Scholarships up to 30 per cent of fees - academic, music, drama, sports; an exhibition scholarship for all round contribution to school life and high academic standards plus in extra-curricular areas; a foundation scholarship for able girls living close to the school; more than one scholarship can be won. Also means tested bursaries.

Sixth - academic scholarships up to 20 per cent of fees based on total GCSE points score; exhibition scholarships up to 20 per cent for high GCSE achievement plus all rounder ability and contributing to a number of areas of school life.

Special Education Needs Survey

SEN Statement

Oct 2010

Autistic Spectrum Disorder

Behavioural Difficulties

Genetic and related Disorders

Learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Moderate learning difficulties
Profound and multiple learning difficulties
Severe learning difficulties

Specific learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Dyscalculia Mild
Dyscalculia Moderate
Dyscalculia Severe
Dyslexia Mild
Dyslexia Moderate
Dyslexia Severe
Dyspraxia Mild
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties Mild
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional language

Sensory Impairment

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Hearing Impairment Mild
Hearing Impairment Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment Mild
Visual Impairment Moderate
Visual Impairment Severe

Medical and Related Needs

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Cerebral Palsy Mild
Cerebral Palsy Moderate
Cerebral Palsy Severe
"Delicate" children
Epilepsy
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?		3
Do you make special provision for exceptionally gifted children?		STELLA programme
Please outline what is on offer for such children
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair access
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?
Please provide information on staffing. Does the school have:
A SENCO or equivalent?
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		1
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		4
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

School Features

Curricula

GCSE - standard English curriculum

A level - standard English curriculum

GCSE - International

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