St Paul's Way Trust School

Inspection of St Paul’s Way Trust School 125 St Paul’s Way, London E3 4FT

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Inspection dates: 29 and 30 September 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Outstanding Sixth-form provision Outstanding

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

Ofsted has not previously inspected St. Paul’s Way Trust as an academy school under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections.

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Overall effectiveness Good

Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection of the predecessor school. 29 and 30 September 2022

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What is it like to attend this school?

Pupils at this school are kind, caring and respectful towards one another. They are happy, enjoy coming to school each day and want to make the most of their studies.

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What is it like to attend this school?

Leaders have high expectations for all pupils. Across the school, the broad curriculum is well designed and ambitious. The focus on ensuring that pupils are well prepared for their next steps in learning is clear. This work is particularly strong in the early years. No time is wasted in teaching children essential knowledge, including learning to read. This forms a key part of leaders’ work to ensure children’s readiness for Year 1.

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What is it like to attend this school?

A rigorous and ambitious sixth-form curriculum means that students are well placed to choose from a wide variety of aspirational destinations when they leave the school.

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What is it like to attend this school?

Pupils know that staff expect them to behave well. Pupils’ excellent behaviour shows they rise to this challenge successfully. Staff apply rewards and sanctions consistently and fairly.

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What is it like to attend this school?

Pupils learn about what makes a good friendship and why bullying is wrong. Bullying is rare but pupils know that they can tell any member of staff if they have any worries. They can also report their concerns anonymously, for example in the worry boxes in the primary phase. Staff act quickly to resolve any problems that arise. Leaders and staff help pupils to feel safe.

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better?

Leaders have an ambitious vision of what they want pupils to know from the early years through to the sixth form. Preparing pupils for what comes next in their learning guides leaders’ curriculum thinking. This is because leaders want all pupils to be successful in their studies and become well-informed citizens.

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better?

Subject leaders collaborate across the primary and secondary phases so that pupils build their knowledge step by step over time. Decisions about curriculum content show leaders’ ambition. In Years 7 to 9, for example, pupils read a rich selection of authors from different historical periods, including three Shakespeare plays. What pupils learn about the techniques and context of each author provides strong foundations for further study at GCSE.

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better?

In the sixth form, the ambitiously planned and delivered curriculum means that students develop deep knowledge. Students engage in high-quality discussions with each other and with their teachers. They draw on their detailed subject knowledge to explain their ideas. 29 and 30 September 2022

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Leaders make sure that staff have the training they need to deliver their subjects effectively. For example, teachers of early reading receive regular training to increase their expertise.

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Staff check what pupils know and remember in each subject before moving on. They aim to rectify gaps in pupils’ understanding and make sure that pupils are ready to grasp new concepts at a later stage of learning. This is done rigorously in the early years and sixth form but is less consistent in Years 1 to 11. In some subjects, teachers do not check if pupils have understood the knowledge that is needed to progress through the curriculum.

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Teaching pupils to read is a high priority. In Reception, the teaching of phonics starts quickly in September. Leaders assess what pupils know and ensure that phonics teaching builds well on prior learning. Pupils who fall behind in the phonics programme are identified promptly. These pupils receive one-to-one support which helps them to make up for lost ground. Pupils practise reading by taking books home that match the sounds that they know. They also enjoy taking books out of the library and the daily dedicated reading time. Parents and carers are also invited to school to read with their children. Leaders quickly identify weaker readers in the secondary phase and make sure that support is in place.

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Leaders are equally ambitious for pupils with special educational needs and/or disabilities (SEND), including those who attend the specially resourced provision for pupils with SEND (specially resourced provision). Staff identify these pupils’ needs skilfully. They support them well to access the full range of subjects. Leaders also make sure that staff have the information they need to adapt their plans for pupils with SEND. For example, teaching assistants work with pupils before lessons to develop their understanding of technical vocabulary.

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Throughout the school, the environment is calm and purposeful. Pupils arrive at lessons on time and get straight to work. Teachers apply the school behaviour policy consistently, and, as a result, pupils know what to expect in every lesson. Pupils have a positive attitude to their learning. They take pride in their work and they want to do well. Sixth-form students focus on their studies and are keen to give back to the school community, for example by reading with younger pupils and leading charitable initiatives.

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Beyond the academic curriculum, leaders provide pupils with a wide range of opportunities. These are aimed at developing pupils’ self-confidence and character and promoting their personal well-being. Pupils learn about life in modern Britain, with a strong focus on equality and diversity. They get involved in the leadership of the school and raise money for charitable events.

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An excellent range of extra-curricular activities is on offer, from a full orchestra and music ensembles to sports, debating and the Duke of Edinburgh’s Award programmes. Leaders’ oversight of which pupils attend is strong. They make sure that all pupils make the most of these opportunities. 29 and 30 September 2022

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From Year 7 onwards, pupils receive high-quality careers information delivered through a carefully planned programme. Strong links with renowned universities and industry form part of this work, with pupils able to take part in leadership coaching opportunities.

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Leaders, including trustees, care about staff’s well-being. Staff enjoy working here, and they feel well supported. Leaders consult staff about planned changes and ask for feedback, for example through staff surveys. Staff appreciate that leaders respond to their ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff receive annual safeguarding training, as well as termly updates. This means that staff are aware of signs of abuse, neglect or exploitation, and they know how to report them. Leaders have a good understanding of their local context. They work closely with outside agencies to provide the support that vulnerable pupils need. Leaders also ensure that all statutory pre-employment vetting checks are carried out when recruiting new staff.

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Safeguarding

Pupils are taught to keep themselves safe, physically and online. They learn about healthy friendships and relationships in an age-appropriate way.

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(Information for the school and appropriate authority)

 In Years 1 to 11, some of the checks on pupils’ understanding do not focus on what subject content pupils know and remember from their earlier learning. At times, things that pupils are finding difficult are not picked up. When this happens, it can affect how well pupils progress through the planned curriculum. Leaders should ensure that subject leaders and teachers identify and go over knowledge that pupils have not mastered.

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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. 29 and 30 September 2022

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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. 29 and 30 September 2022

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provision

Number of pupils on the school roll 1,815

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 The school is an all-through school with pupils aged three to 18.  St Paul’s Way Trust School converted to become an academy school in September 2016. When its predecessor school, St Paul’s Way Trust School, was last inspected by Ofsted, it was judged to be outstanding overall.  The school has a specially resourced provision for 23 hearing-impaired pupils in the secondary phase.  The school uses one registered 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. 29 and 30 September 2022

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Information about this inspection

The inspectors carried out this graded 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 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 of the school.  Inspectors met with the executive headteacher, the heads of school and other senior leaders. Inspectors met with the chair of the local governing body, two other governors and the chief executive officer of the trust.  Inspectors did deep dives in these subjects: early reading, English, mathematics, history, art and modern foreign languages. For each deep dive, inspectors visited a sample of lessons, reviewed pupils’ work, met with pupils to discuss their learning and met with subject leaders and teachers to discuss the curriculum. Inspectors also considered pupils’ learning in other subjects, including geography, science, music, sociology, politics, economics, psychology, biology, physics and

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Information about this inspection

religious education.  Through discussions with leaders, governors, pupils and staff, inspectors considered how effectively pupils are safeguarded. Inspectors also looked at records related to safeguarding, including records of employment checks carried out before staff are appointed.  Inspectors met with groups of pupils in all key stages. Pupils’ behaviour in lessons and at playtimes was observed.  Inspectors spoke to a range of staff, including about safeguarding and behaviour. Inspectors also looked at staff, parent and pupil responses to Ofsted’s surveys.

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Inspection team

Mark Smith, lead inspector His Majesty’s Inspector

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Inspection team

Brian Simber Ofsted Inspector 29 and 30 September 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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