Waterside Academy

Inspection of Waterside Academy 317–319 Kingsland Road, London E8 4DL

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Inspection dates: 9 and 10 February 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 9 and 10 February 2022

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What is it like to attend this school?

Waterside Academy is a small school and a close-knit community. Staff here want pupils to succeed. They want to give pupils the best possible chance of fulfilling their dreams. Staff know pupils well. They seek to develop pupils’ talents and interests.

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What is it like to attend this school?

Pupils and staff display the school’s values of care, challenge, confidence and courtesy. Staff praise and reward pupils. Pupils receive ‘golden tickets’ for their achievements. Leaders organise visits to places such as theme parks as a reward for excellent attendance.

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What is it like to attend this school?

Leaders have high expectations of pupils’ behaviour. Pupils meet these expectations most of the time. Pupils are polite and courteous. They respect and care for each other. Leaders do not tolerate bullying or discrimination. When bullying does occur, leaders deal with it effectively. Pupils feel safe here.

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What is it like to attend this school?

Pupils enjoy the challenge of learning. They work hard in lessons. When they find learning difficult, teachers help them to understand. Pupils grow in confidence as they secure their ‘knowledge objectives’.

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What is it like to attend this school?

Poetry recitals at morning assembly set the tone for the day. Leaders provide an ever-increasing range of activities to enrich pupils’ experience. These include sports, music and drama.

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better?

Leaders have transformed the school. They have a clear and ambitious vision to provide a high-quality education for pupils. Trust leaders have provided extra capacity. This has supported the significant changes that have taken place. Staff feel valued. They say that leaders are mindful of their workload and well-being. They enjoy working at the school.

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better?

Leaders have developed a broad and ambitious curriculum. They have designed the curriculum so that pupils acquire essential knowledge and skills. Pupils learn how to think and work like subject specialists, such as mathematicians and scientists. Pupils study the full range of English Baccalaureate subjects at GCSE. The curriculum is coherent and well ordered, so pupils build on what they already know. When teachers identify gaps in pupils’ learning, they adapt the curriculum accordingly.

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better?

Teachers have high expectations of pupils’ work. This includes for pupils with special educational needs and/or disabilities (SEND). Pupils complete activities that help them remember what they have learned before. Pupils have clear targets called ‘knowledge objectives’ that teachers help them to secure. Teachers have good subject knowledge. They use this well to explain new information and ideas. However, sometimes teachers could check pupils’ understanding more precisely. This would support pupils’ confidence when completing new work. 9 and 10 February 2022

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Leaders identify the specific support that pupils with SEND need. They provide teachers with appropriate strategies and resources. Teaching assistants provide effective support in lessons. This means that pupils with SEND cover the same work as other pupils and achieve well.

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Literacy and speaking are features of school life. Teachers encourage pupils to speak clearly and with confidence, and pupils regularly read aloud in lessons. In Years 7 to 9, pupils often read in English lessons and some Year 7 pupils have reading mentors. Teachers develop a love of reading in pupils. They read to pupils from their favourite books and celebrate World Book Day with pupils. Teachers choose poems of the term for the whole school. These are linked to the school’s values, one example being ‘Invictus’ by W E Henley. Pupils at an early stage of reading get extra help. This improves these pupils’ reading fluency and comprehension.

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Leaders have developed an effective behaviour policy. Teachers do not tolerate low- level disruption in lessons. They manage pupils’ behaviour well. Pupils who do not meet the school’s high standards spend time outside the classroom in a positive environment where they reflect on their behaviour. They also study poetry and complete work there. Leaders give a high priority to pupils’ attendance. They strive to improve the attendance of those pupils who are persistently absent.

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Leaders provide well for pupils’ personal development. Pupils learn about diversity through events such as Black History Month. They help others by raising money during charity weeks. Leaders organise careers education and experiences to inform pupils’ future choices. Plans are in place to develop this further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have established a strong culture of safeguarding in the school. Staff report any concerns immediately. They go straight to the designated safeguarding lead (DSL) or one of the school’s safeguarding team to do so. Leaders ensure that staff remain alert to safeguarding risks by providing regular training and updates. Staff know pupils well. This helps them to identify signs of concern. Leaders work in close partnership with external agencies to secure the help pupils need. They manage incidents and allegations appropriately. Pupils learn about staying safe. They know whom to go to if they need help.

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(Information for the school and appropriate authority)

 Sometimes, teachers do not check systematically for pupils’ understanding, either of prior learning being revisited or new learning that has been introduced. This means that pupils’ prior learning is not always secured, and/or that some pupils find it difficult to complete work without additional help and guidance. Teachers 9 and 10 February 2022

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should ensure that they check pupils’ understanding fully before moving on to the next phase of learning, adapting teaching as necessary.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 9 and 10 February 2022

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Date of previous inspection

13 and 14 November 2019, under section 8 of the Education Act 2005

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Information about this school

 Waterside Academy opened on 1 November 2019. It is a member of the Community Schools Trust. When its predecessor school, Hackney New School, was last inspected by Ofsted, it was judged to be inadequate overall.  The school uses no alternative provision.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders, and have taken that into account in their evaluation. 9 and 10 February 2022

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 Inspectors met with the headteacher, members of the leadership team, other school and trust leaders, members of the governing body and members of the board of trustees, including the chief executive officer.  Inspectors carried out deep dives in these subjects: English, mathematics, modern foreign languages, geography and art. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke with subject leaders for history and science, looked at curriculum plans and visited lessons in these subject areas.  Inspectors met with the school’s DSL and two deputy DSLs. They looked at safeguarding documentation and record-keeping, including the single central record. Inspectors also spoke with staff and pupils about safeguarding.  Inspectors spoke to additional groups of pupils in relation to behaviour and

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attitudes and personal development.  Inspectors considered the 18 responses to Ofsted’s pupil survey, 28 responses to the staff survey and 33 responses to the online survey for parents and carers, Parent View.

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Inspection team

Ian Rawstorne, lead inspector Her Majesty’s Inspector

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Inspection team

Jeff Cole Ofsted Inspector 9 and 10 February 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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