The school is currently awaiting an Ofsted inspection, which was postponed from February 2024 due to the building works. The school regularly seeks and takes part in reviews in collaboration with Redbridge Local Authority, other external agencies, other local schools and school partnerships; some highlights from these are below. We also run a spotlight programme where each department undertakes a review once every two years, using other leaders in the school or local schools and  We are highly reflective and non-defensive when taking part in such activities and ask all our leaders to follow these tenets:

• Our work is led by our values and beliefs that tie in with the school vision. We are solution-focused, own our own workload and do not wait to act. We are inspired by our purpose to improve  the life-chances of our most vulnerable pupils, create genuine education with character and to develop new expertise in our teachers and ensure all teachers improve.
• We build relationships into our work, give to others readily and use other strengths alongside our own, to have greater impact in our work. We are inspirers and facilitators of our teams; able to influence and advocate. We see the big picture and strive for collaboration across the school.
• We are independent thinkers, willing to speak out to challenge others in private and any views or actions that are inconsistent with our shared aims and values. We are able to take decisions despite ambiguity and are resilient and persistent in the face of challenge.
• We expect the best from people and do not prejudge; we value quality work, tangible results and feedback to inform continuous improvement.
• We are able to recognise the limitations of ourselves and our work and strive for improvements. We are flexible in our thinking, willing to be proved wrong and able to plan for strategic changes, prioritised over short term shallow goals
• We are able to be challenged and to learn from experiences and interactions. We are aware of and respectful of others’ experiences, insight and knowledge and constantly look to recognise unconscious bias.

 

Ofsted Readiness Review – September 2023 - Redbridge School Improvement Advisor

Significant key strengths

• A strong sense of moral responsibility in which the clear levels of accountability are evident
• A belief that every student deserves the same opportunities to succeed
• A passion for learning and achievement and a commitment to student development
• The vision in which the whole school leadership enables students to be engaged and excited about their learning
• A purposeful learning climate in which adults are supporting students to be actively engaged
• A clear process for using the whole school vision as the structure for underpinning how well the curriculum must be designed and developed
• A sense of professional pride in the work that leaders do in which they commit to ensure the provision is fit for purpose

• In most areas across the school,  a curriculum design that is being delivered as it is intended
• Senior leadership approaches that clearly identify strategic THINKING, strategic DECISIONS, strategic ACTIONS that are planned to have the desired impact (too early in the term to determine sustained impact at present)

• Curriculum delivery in some subject areas is strong  because questions (in particular) are part of open conversations, that inspire deeper intellectual thought, and promote student-to-student interaction
• In the most effective areas, there is evidence that teachers are organising the lessons into sequential segments that make sense in the student minds, and using the transition points through the lesson to effectively check understanding
• A culture for learning in which education across the school is important and has value in children’s lives

Overall evaluation

‘’Under the guidance of the Headteacher and other key senior leaders the school is much improved. Leaders continue to sharpen their strategies so that there is a clear focus on a ‘joined-up’ approach to strategic leadership in all curriculum areas across the school. Whilst this continues to be a focus, leaders are acutely aware of the areas they are working on for ensuring a seamless quality provision that builds progressively through the key stages. The result of the work of the Headteacher and senior leaders has given rise to  an improvement strategy that is intelligent, tough, determined, and vision-orientated for success. It ensures high levels of accountability, sets direction, effectively manages change, and ensures a culture in which learning is the central focus. A positive learning culture is evident in which staff contribute to this by honing their skills and adapting their strategies accordingly.’

Peer Review – January 2024 – Focus on disadvantaged pupils

Questioning was often targeted to disadvantaged pupils

 

 

Safeguarding Review – February 2024 – Redbridge School Improvement Advisor

The leadership of safeguarding has ensured a highly effective culture because:

• Leaders have appropriately identified  a range of risks such as the challenges and are doing all they can to mitigate risk . As such they are making strategic decisions (such as the development of a safeguarding team ) to develop an even greater pre-emptive approach to safeguarding children
• The cornerstone of leaders’ work is focused on a pre-emptive approach that is alert to the risks that students may currently be encountering
• There is  shared understanding of the key priorities around keeping students safe and making them aware of potential dangers
• Students report that the school environment is safe as are the surrounding areas
• Students generally have secure knowledge of the steps adults are taking to safeguard them and trust the decisions made
• Processes for reporting concerns are rigorous and robust and staff understand the legal responsibilities
• There is a robust culture of vigilance in which clear expectations are modelled effectively by staff
• Work with students is helpful, meaningful and supports students to make wise choices.
• Mental health education is part of the wider pre-emptive culture that exists in the school
• Students report that they feel safe, well cared for, and the boys in particular feel that any concerns they have are always heard
• Whilst students say they do not always take advantage of the systems for reporting concerns, they are generally aware of them
• Adults are clear about their levels of responsibility and are not ‘worn down’ by external safeguarding challenges as they are acutely aware of potential risks and so display a moral desire to ensure student safety in all areas of the school.
• Students can identify a trusted adult who listens to them and provides appropriate strategies for them to work through strategies for keeping safe.

The lead DSL is  reflective and is continually working on refining plans as they become aware of risks posed by technology and have re-adaptive strategies to keep students safe when required (moving to a ‘no phone culture in KS3 after Easter).

• Risk assessments are in place and are focused on mitigating the risk for students outside of school also.
• Student voice is highly valued at this school and as such  students report that they have emotional security.
• Overall the SCR is compliant and the newly devised format (soon to be implemented) will ensure it is much more easily accessible 

 

Overall evaluation

'Leadership of safeguarding is making a positive difference in the lives of students at this school. This is because of the development of strategic approach that is well thought through and meaningful. The strategic approach involves a process in which to not only look forward from the present, but to also establish a picture of what leaders want the school to look like in the future. The DSL is experienced and as such is leading the way for developing a culture of high standards in all aspects of safeguarding. In this way, leaders are restless and always finding solutions to meet the ever-changing demands of safeguarding. This creates a culture of excellence that is largely felt throughout the school. The successes of the leadership strategy is exemplified in how well leaders translate strategy into action. The continual desire to improve practices is the confirmation of leadership strength in this area.'

 

SEND Review – March 2024 – SeaTTs

Strengths:

The audit team were able to identify clear progress since the last review. For example:

• Clear messages from SLT regarding SEND provision and expectations are beginning to be disseminated
• The SENDCo now has a much-reduced teaching load which is going to be further reviewed
• Evidence of SEND training has been delivered by external agencies
• New structure of support staff deemed to be generally positive across the school
• SENDCo and Deputy SENDCo have line management of HLTAS (although not TAs)
• Support staff are enthusiastic, committed and dedicated to the students in their care
• Pupils report a positive experience overall; they feel they are well supported, looked after, and feel safe. They feel school understands their needs and could tell Facilitators about their exam arrangements and what additional support they required in each class. A Sixth Former reported positive change in recent years and felt the new SENDCo had brought this about
• Y7 transition day was deemed by students to be useful
• Facilitators observed positive approaches and adaptation in a science lesson
• Calm environments were witnessed in classrooms 

Overall summary

• There is clear progress from the last review and there is a clarity from the current leadership that had been lacking previously
• The leadership has a clear vision for future development
• Overall, the school presented as calm, purposeful and well-managed
• The support staff remain a strength of the school, offering commitment, enthusiasm, and dedication to the students they support. They are well respected by teachers and students
• The teaching staff the Facilitators met were eager to meet the needs of SEND students and welcomed further support and guidance
• The SEND Governor was available on the day and appeared knowledgeable and well-informed, despite being in post for a short time
• Facilitators were impressed by the professionalism and leadership demonstrated by the Deputy Head. Overall, the leadership team offers great potential for future development
• The Director of Inclusion demonstrated a sound understanding of the leadership’s expectations and ethos
• The students were respectful, polite, and engaged throughout the day
• The school’s plans for development for a dedicated SEND area are exciting
• Students reported that they felt safe in school ‘

Department Spotlight Highlights

Religion and Philosophy April 2024

‘Overview of strengths evident:

• Behaviour for learning - Positive relationships/rapport with class.

• Literacy and challenge - Key words introduced and used with precision and accuracy.

• Inclusion and structured discussion - plenty of opportunities for discussion – for example think-pair share for

inclusion but also for structured discussion.

• Prior learning – pupils do well to discuss and make links to their prior learning.

• Supporting memory – reviewing and reconnecting was strong.

• Questioning – good examples of cold call and probing questions used.

• Questioning – no opt out done really well and supportive.

• Assessment of learning – assessment folders, rich in feedback and pupil’

History June 2024

Overview of strengths evident

• Consistency – start of lesson was also with a Do Now across the Department.

• Assessment for learning - sharing the learning intentions and the learning journey with pupils.

Pupils know what, when and how they are learning.

• Literacy focus, for example of tier 3 vocabulary definitions and a focus on etymology.

• Literacy – effective reading strategies seen, for example the teacher reading aloud whist pupils tracked the text.

• Questioning – impactful use of cold call which is inclusive and creates high engagement of all pupils. All pupils have to listen and think. There is no opt out. Teacher also ensures thinking or wait time is apparent.

• Questioning – does is not limited to cold calling. Instead once a pupil has been cold called the teacher switches and mixes up their questioning repertoire. For example, cold call is followed by probing and then the question or an extension of the question is bounced to another pupil. The steps are repeated enabling a range of pupil responses and effective checking of understanding.

• Questioning – teachers are developing their repertoire of impactful questioning, all of the above plus the use of think-pair-share for structured talk.

• Questioning – pupils were able to question and be curious.

• Behaviour for learning – seating plans are in place, using contextual data.

• Behaviour for learning – positive relationships and high expectations for all.

• Behaviour for learning – teachers know their pupils and adapt their teaching to meet the needs of all in the class.

• Behaviour for learning – clear work instructions, clear expectations, teachers

scanning the class to monitor pupils on/off track.

• Structured talk – opportunities for pair and small group work. Planned for, structured, clear questions/tasks, time, routine with high expectations. Pupils develop oracy, listening and collaborating. Structured talk that is delivered well provides scaffolding for some.

• Resources and materials are well planned and support the lesson.

• Feedback – is evident on assessments seen. Pupils are provided with structured feedback with clear notes on www/ebi which are specific to history and the topic/knowledge and skills.’