Haberdashers' Borough Academy

Inspection of Haberdashers’ Borough Academy 94B Southwark Bridge Road, London SE1 0EX

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Overall effectiveness Good

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

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Overall effectiveness Good

Leadership and management Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The principal of this school is Thomas Howells. This school is part of the Haberdashers’ Academies Trust South, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jan Shadick, and overseen by a board of trustees, chaired by Nick Scarles. 5 and 6 March 2024

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What is it like to attend this school?

There is a strong community at the heart of this growing school. The school values of community, kindness, aspiration and resilience are lived out by pupils and staff. Staff take time to get to know their pupils well and relationships are positive. Great care is taken to make sure pupils get the support that they need to be successful. Pupils are safe here and trust that adults will take care of them.

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What is it like to attend this school?

The school has high aspirations for all pupils. Pupils behave well and show respect for one another. They have many opportunities to have their voices heard and to contribute to key decisions. There is an active pupil council that has been able to enact changes in the school and lead on events, such as a successful ‘Culture Day’.

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What is it like to attend this school?

Leaders have ensured that all pupils have access to the wide range of enriching experiences that are available in this central London location. Pupils are exposed to many different ideas through regular visitors such as artists, scientists and historians. Pupils are provided with the opportunity to learn instruments through their music lessons. A high proportion continue with individual lessons, with plentiful opportunities to perform.

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better?

Leaders have been highly successful in managing the significant challenges faced in the last few years. This includes the development of the school site as well as an expanding school community. Leaders at trust level have been instrumental in ensuring that pupils continue to receive a high-quality education and that staff are supported to deliver it. Changes in leadership have been carefully managed and staff are very positive about the new leadership team.

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better?

The school is ambitious for all pupils. There is a rich, broad curriculum in place for most subjects. This has been tailored to reflect the school community. Teachers have strong subject knowledge and new teachers are well supported as they join the school. The curriculum is in an earlier stage of development in some subjects. Leaders continue to review the quality of the curriculum with support from subject specialists from across the trust. This is helping leaders to achieve their ambitious curriculum goals.

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better?

The school has considered how to sequence the curriculum so that it builds pupils’ knowledge over time. For example, as pupils move up the school, they develop a depth of historical knowledge about migration and how it has shaped Britain past and present. In English, pupils explore big ideas such as relationships, power and conflict, through different types of literature. In lessons, teachers routinely refer to key themes and draw on earlier subject content to help pupils make connections in their learning.

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better?

Leaders have high expectations for pupils’ behaviour. They take decisive actions, for example, in ensuring that staff and pupils understand and follow the new behaviour 5 and 6 March 2024

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system. Where needed, leaders put strategies in place to help individual pupils to meet those expectations. There is a calm and purposeful atmosphere in lessons and around the school. Typically, pupils behave well and work hard to achieve their best. Pupils with special educational needs and/or disabilities (SEND) receive the support they need and achieve well.

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Pupils are well prepared for their next steps. Through the tutor programme, they learn about important and highly relevant topics that help them make informed decisions about their well-being. This includes knowledge about their rights, including in the workplace. Pupils are exposed to a wide range of career opportunities that help inform their subject choices. They learn about the work of charities and have opportunities to contribute to their community.

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The trust and the local governing body know the school well. They help ensure that the welfare of staff and pupils is at the heart of decision-making. Staff benefit from high-quality training and participation in professional networks. They value the collaborative work ethos that leaders have established. Pupils attend school regularly. Leaders have strong systems in place to ensure that, where needed, pupils and families receive targeted support to help improve their attendance.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the curriculum is not yet fully embedded. Teachers are still developing new curriculum content while working to refine the existing content and develop staff expertise. The school should continue their work to train and support staff as they embed the new curriculum in these subjects.

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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. 5 and 6 March 2024

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In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 5 and 6 March 2024

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School details

Date of previous inspection Not previously inspected under section 5 of the Education Act 2005

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Information about this school

 The school currently uses two registered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 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.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision. 5 and 6 March 2024

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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 the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the principal and other senior leaders. Inspectors met with leaders with responsibility for pupils with SEND, personal, social, health and economic education, behaviour and attendance, early reading and pupils’ wider development.  Inspectors met with representatives from the trust.  Inspectors carried out deep dives in mathematics, modern foreign languages, art, English and history. For each deep dive, inspectors discussed the curriculum with subject leaders, 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 to leaders about the curriculum in other subjects.

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 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the respective responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Polly Haste, lead inspector His Majesty’s Inspector

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Inspection team

Heidi Swidenbank Ofsted Inspector 5 and 6 March 2024

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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 looked after children, safeguarding and child protection.

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