The Totteridge Academy

Inspection of a school judged good for overall effectiveness before September 2024: The Totteridge Academy Barnet Lane, Barnet, London N20 8AZ

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The principal of this school is Chris Fairbairn. This school is part of the United Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jon Coles, and overseen by a board of trustees, chaired by Christian Brodie.

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What is it like to attend this school?

Pupils at The Totteridge Academy are exceptionally well supported to succeed. The shared ambition for everyone to continuously improve is fully realised.

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What is it like to attend this school?

The highest expectations are set by staff for pupils. Staff commit to the vision that ‘everyone is there to put a student on the moon’. Pupils gain secure knowledge and skills through a broad and ambitious curriculum. As a result, they achieve very strong outcomes in a range of subjects at GCSE and A level.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They display great respect for each other and for adults. In lessons, pupils focus on learning and show very positive attitudes. Pupils are happy and value their friendships. They feel safe in school. Pupils are articulate and feel listened to by the school and staff. Pupils enjoy reviewing policies and presenting their feedback to the school community.

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What is it like to attend this school?

The school provides a wide range of opportunities to develop character. These include fundraising activities, completing the Duke of Edinburgh’s Award scheme and pupil leadership. Pupils take a keen interest in world affairs. They confidently debate complex subjects such as democracy. Pupils love their outdoor experiences on the school’s farm and walking Peggy, the school dog. Pupils and their families value the strong nurturing school community. 5 and 6 November 2024

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

The school has thought carefully about the content of the curriculum and the order in which it is taught. Teachers are clear about the knowledge that pupils need to secure. The curriculum is designed well to enable pupils to build their knowledge over time. Staff encourage pupils to recall their prior learning frequently during lessons. This prepares pupils to apply their knowledge to new concepts with great confidence.

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

Staff are experts in their subjects and consistently teach to the highest quality. This supports pupils to gain a deep understanding of subject topics. Pupils’ learning and understanding of subject content are routinely checked in a range of highly effective ways. Teachers address any misconceptions in a trusting atmosphere. Pupils know they learn well through their mistakes. They use feedback well to improve their work. Teachers introduce new knowledge in an engaging way that prompts pupils’ curiosity. Pupils regularly ask questions in their keenness to learn more. Their work across subjects is of consistently high quality.

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

The school promotes reading across the curriculum. There is an understanding of the importance of reading. Staff check pupils’ reading ability frequently. Pupils who require further practice receive regular support. This helps them to become fluent readers. The library is a hive of activity for pupils and inspires a love of reading, for example, through its many quality books and daily reading groups.

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

The school thoroughly identifies the needs of pupils with special educational needs and/or disabilities (SEND). Teachers appreciate the information they receive from leaders to support all pupils closely. They use this information to adapt their teaching strategies for pupils with SEND very skilfully. This means pupils with SEND can access the same ambitious curriculum as their peers.

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

Pupils are well informed about their next steps through high-quality careers education. Students in the sixth form receive extensive support with university and apprenticeship applications. Students in the growing sixth form present themselves as positive role models who show care and support for younger pupils.

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

The school sets exceptionally high standards for pupils’ behaviour. Routines and consistently high expectations lead to a calm, orderly environment. Pupils learn about tolerance and valuing different opinions. Their interactions during breaktimes show genuine warmth and care for one another. Pupils know why it is important to attend school. The school uses a range of strategies to ensure attendance is high. There is an understanding that all staff are responsible for pupils attending school.

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

Pupils’ wider personal development is a strength of the school. Through the pastoral offer, pupils are well prepared for life in modern Britain. Trips into London to places such as The Royal Courts of Justice and the Houses of Parliament support their learning. Pupils also learn about healthy relationships and on- and offline safety. Pupils benefit from a range of therapeutic interventions. These include the ‘equine therapy’ project and the ‘GROW’ club. 5 and 6 November 2024

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During the school’s farm activities, pupils grow and harvest herbs, fruit and vegetables. This also provides valuable experiences about healthy living. Pupils enthuse about the chefs using their produce for school lunches.

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Staff benefit from high-quality professional development, and early careers teachers receive excellent support. They understand their responsibility for safeguarding and know how to report concerns. Trustees, governors and leaders are skilful in their roles. They are clear in their strategic vision for the school. Staff value the support they receive for their well-being and workload. They consider that the school hears their voice and welcome the openness of leaders to listen.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2019.

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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. 5 and 6 November 2024

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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 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 November 2024

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provision

Number of pupils on the school roll 1,013

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form

Dates of previous inspection 6 and 7 March 2019, under section 5 of the Education Act 2005

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Information about this school

 The school makes use of four registered alternative provisions.  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

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have 5 and 6 November 2024

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taken that into account in their evaluation of the school.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  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 held meetings with staff and with pupils.  Behaviour was observed both in lessons and around the school.  The views of pupils, parents and carers and staff were considered through discussions and looking at information collected from Ofsted’s surveys.  Inspectors spoke with leaders about the provision for pupils with SEND.

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 Inspectors held discussions with members of the local governing body, as well as with representatives of the board of trustees.

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Inspection team

Janice Howkins, lead inspector Ofsted Inspector

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Inspection team

Joanne Hamill Ofsted Inspector 5 and 6 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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