Alexandra Park School

Inspection of Alexandra Park School Bidwell Gardens, London N11 2AZ

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Inspection dates: 28 February and 1 March 2023

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

Ofsted has not previously inspected Alexandra Park School under section 5 of the Education Act 2005. However, Ofsted previously judged Alexandra Park School to be outstanding, before it opened as an academy. 28 February to 1 March 2023

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What is it like to attend this school?

Pupils thrive at Alexandra Park School. They are very proud to attend the school. They support the well-being of others and say that everyone is welcome here. Pupils have no concerns about bullying and are kept safe. They know that teachers respond swiftly and effectively to any concerns. Pupils hold many leadership positions throughout the school, including as literacy mentors and buddies. Older pupils act as ambassadors in local primary schools, and sixth-form students are excellent role models for their younger peers.

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What is it like to attend this school?

Pupils enjoy working through the ambitious work planned for them. They behave exceptionally well. Staff have very high expectations of all pupils, including those with special educational needs and/or disabilities (SEND). Staff know their pupils well and provide immense levels of extra support. As a result, pupils achieve well and are fully prepared for their next steps.

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What is it like to attend this school?

The school’s values are embedded throughout the school and underpin a range of opportunities for pupils to support their community. For example, pupils raise money for local charities. The environment committee works with local groups to improve sustainability. Pupils benefit from a rich range of activities and visits, including those led by sixth-form students. All pupils take part in an annual enrichment day. Staff encourage pupils to take part in an international trip.

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better?

The curriculum for all pupils, including those with SEND, is broad and highly ambitious. In particular, sixth-form students are able to choose from a wide range of academic and vocational courses. Leaders think carefully about the important knowledge that pupils need to know and remember throughout their time at the school. They ensure that curricular thinking across subjects matches, and in many cases exceeds, the national curriculum.

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better?

Leaders prioritise effective sequencing in all subjects to ensure that pupils revisit and build on their prior learning regularly. For example, in mathematics, teachers break algebra down into small steps, such as solving equations and factorising. Over time, pupils revisit key knowledge and feel confident in tackling more complex ideas, such as the quadratic nth term. Similarly, in modern foreign languages, Year 7 pupils developed their confidence when describing themselves. Pupils are steadily introduced to a range of different vocabulary and tenses. Over time, pupils express themselves fluently using a variety of vocabulary, complex sentence structures and idiomatic expressions.

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better?

Teachers are experts in their subjects. They meet with other subject specialists regularly to discuss how to make learning manageable for pupils. As a result, teachers present information clearly and check pupils’ understanding consistently. Teachers are swift to address any misconceptions in pupils’ understanding. The quality of pupils’ work is high. 28 February to 1 March 2023

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Leaders ensure that pupils with SEND have their needs identified accurately and closely met. A culture of high expectations from well-trained staff gives these pupils personalised support. This helps pupils with SEND to access the same broad and ambitious curriculum as their peers and to achieve well.

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Leaders focus sharply on supporting all pupils to read widely and often. Pupils have regular opportunities to read high-quality books in English lessons and tutor time. Staff use the school library to support pupils to develop a love of reading, for example through competitions, book clubs and talks from visiting authors and poets. Pupils needing additional help with their reading benefit from extra support, including for phonics. Well-trained staff check pupils’ understanding regularly as they read. As a result, these pupils read with increasing accuracy and fluency.

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Staff have very high expectations of pupils’ behaviour. Clear systems are in place to enable pupils to meet these. Pupils are calm and orderly in classrooms and when moving around the school site. Lessons continue without disruption. Leaders use a range of personalised support for those pupils who need extra support, including for behaviour and to improve attendance.

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Leaders have planned and sequenced the personal, social, health and economic education curriculum carefully. Teachers support pupils to learn about key topics, such as rights, responsibilities, drugs and road safety. A number of external speakers and assemblies add to these key messages. This helps pupils to have a deep understanding about the importance of being physically and mentally healthy.

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Pupils are well prepared for their next stage of education, employment or training. A comprehensive programme ensures that pupils have multiple opportunities to engage with employers. Teachers highlight career pathways linked to their subjects, which enhances pupils’ future aspirations.

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Staff enjoy working at this school. They feel that their workload and well-being are well supported. Staff at all levels appreciated leaders’ open-door policy. They benefit from many opportunities for professional development. Knowledgeable governors and trustees provide highly effective challenge and support to school leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding. Staff are well trained and know how to identify and report any safeguarding concerns they may have. Leaders deal swiftly with any concerns. Staff are alert to their pupils’ needs and think seriously about what support they might need. As a result, leaders work with a number of specialists, both inside and out of school. Leaders also support parents and carers, for example by running mental health workshops.

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Safeguarding

Pupils are given regular messages about how to stay safe. They are helped to understand topics such as consent and online safety. 28 February to 1 March 2023

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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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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. 28 February to 1 March 2023

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provision

Number of pupils on the school roll 1,810

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 The school has a larger than average-sized sixth form.  The school uses three registered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 28 February to 1 March 2023

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 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.  During the inspection, inspectors held meetings with the headteacher and other senior leaders.  Inspectors carried out deep dives in English, mathematics, art, music and modern foreign languages. They met with subject leaders to discuss the curriculum, visited lessons, spoke with teachers, spoke with pupils and looked at samples of pupils’ work.  The curriculum in other subjects was considered as part of the inspection.  To evaluate safeguarding, inspectors checked procedures for recruiting new members of staff. They also met with leaders to discuss how they put safeguarding policies into practice.  Inspectors gathered the views of pupils, parents and carers, and staff both through discussions and their respective responses to Ofsted’s online surveys.

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Inspection team

Hannah Glossop, lead inspector His Majesty’s Inspector

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Inspection team

Simon Conway His Majesty’s Inspector 28 February to 1 March 2023

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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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