Phoenix Academy

Inspection of Phoenix Academy The Curve, London W12 0RQ

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

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The principal of this school is Rowan Pearson. The school is part of Future Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lawrence Foley, and overseen by a board of trustees, chaired by John Nash. There is also an executive principal, Tony MacDowall, who is responsible for this school and one other. 6 and 7 November 2024

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What is it like to attend this school?

Pupils at Phoenix Academy have a thirst for knowledge. They are keen to make the most of the wide variety of opportunities available to them at this school. Pupils value the culture of mutual respect that exists here. This makes them feel safe and happy. Pupils start their day enthusiastically and are motivated to do well. For example, they appreciate the ‘shoutouts’ they receive for doing well during the day.

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What is it like to attend this school?

The school has exceptionally high expectations for pupils, including those with special educational needs and/or disabilities (SEND). All pupils access a broad range of subjects. They achieve excellent outcomes. This prepares them well for the next stage of their education or employment. In addition to the academic curriculum, pupils also take full advantage of the wider opportunities on offer in the school. For example, pupils in Year 7 to Year 9 attend at least one residential visit. These opportunities enhance pupils’ social and independence skills.

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What is it like to attend this school?

Pupils, including students in the sixth form, behave in an exemplary manner. They listen carefully in lessons, both to teachers and to one another. They participate keenly in learning activities and rarely disrupt their own learning or that of others. Corridors, the canteen and the playground are calm spaces for pupils to enjoy.

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What does the school do well and what does it need to do better?

The school has designed a curriculum that is extremely ambitious for all its pupils. This includes a broad range of academic A-level subjects in the sixth form. The school has thought carefully about the knowledge and skills it wants pupils to know and remember across all subject areas. In addition to this, the school has sequenced this knowledge in a way that allows pupils to build their understanding step by step over time. This allows pupils to understand increasingly difficult concepts as they progress through the curriculum.

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What does the school do well and what does it need to do better?

The school has developed an approach to checking what pupils know and remember that is consistent and effective across all subjects, from Year 7 to Year 13. There are multiple opportunities during lessons for teachers to check for gaps in pupils’ knowledge or misconceptions. If teachers identify any issues, they deal with them immediately. This supports pupils to perform extremely well in public examinations.

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What does the school do well and what does it need to do better?

The school swiftly identifies the needs of any pupils with SEND. Pupils’ individual needs are recorded in their ‘pupil passports’. Teachers use these documents to make sure that they adapt their teaching so that pupils with SEND can participate fully in the lesson. Teachers highlight key vocabulary and knowledge that all pupils must know and remember. They check for understanding of this vocabulary throughout their lessons. Some pupils receive support before the lesson to become familiar with the key vocabulary in advance. Pupils with SEND achieve well at this school, with many progressing to the sixth form to study A-level subjects. 6 and 7 November 2024

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Reading is a priority at this school. The school quickly identifies any pupils who are struggling with reading and puts the necessary support in place. The school has trained staff to teach the decoding of the letters and their sounds to those pupils at the very early stages of reading. There is also support for those pupils who need to build their fluency and comprehension skills.

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Pupils, and students in the sixth form, behave exceptionally well. They know the high expectations the school has for them, and they strive to meet these. Staff apply the behaviour routines consistently. Pupils consider these to be fair. Pupils, and students in the sixth form, have good attendance. They arrive punctually, ready and eager to learn.

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The school is very ambitious for pupils’ wider experiences in school. Pupils’ character is developed through a wide array of leadership and extra-curricular opportunities. All pupils participate in weekly sports clubs that are built into the school day. They also make good use of other activities such as coding, dance, cooking and music. Sixth-form students value their ‘library research curriculum’ that prepares them well for academic study at university. Members of the school council are proud of their achievements, for example working with leaders to reopen the school library. This is now a much-loved and well-used space in the school. The school provides all pupils with a comprehensive careers programme that prepares them well for life beyond school. This continues into the sixth form, where all students in Year 12 complete work experience.

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Leaders, at all levels, have worked collaboratively to ensure that pupils achieve the ambitious goals they are set. The trust provides the school with support where necessary. In addition, the school makes a valuable contribution to the wider work of the trust. Staff at all levels receive high-quality training and professional development. Staff say this improves their workload and allows them to focus on improving outcomes for pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and 6 and 7 November 2024

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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). 6 and 7 November 2024

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form

Principal Rowan Pearson (Principal) Tony MacDowall (Executive Principal) Website www.phoenix.futureacademies.org

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form

Dates of previous inspection 19 and 20 March 2019, under section 5 of the Education Act 2005.

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Information about this school

 The school is part of Future Academies.  The school uses one alternative provision.  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. During a graded inspection, we grade the school for each of our key judgements 6 and 7 November 2024

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(quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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 met with the principal, the executive principal and other senior leaders of the school. Inspectors met with the chief executive officer and chair of the trust. Inspectors also met with the chair of the local governing body and one of its members.  Inspectors did deep dives in these subjects: English, history, modern foreign languages and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also considered pupils’

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learning in other subjects.  To evaluate the effectiveness of safeguarding, 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 met with groups of pupils in all key stages. Pupils’ behaviour in lessons and at breaktimes was observed.  Inspectors spoke to a range of staff about the school’s work, including 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

Hannah Glossop His Majesty’s Inspector 6 and 7 November 2024

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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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