Central Foundation Boys' School

Inspection of Central Foundation Boys’ School Cowper Street, City Road, London EC2A 4SH

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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 Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since February 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 11 and 12 March 2025

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What is it like to attend this school?

The school nurtures and cares for pupils, who are taught successfully to become mature young adults. Pupils are happy, free to express themselves and guided to explore their education passions. They are respectful of others, sensible and hard-working. Girls who join the school in the sixth form also feel at ease, cared for and safe here.

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What is it like to attend this school?

There is a culture of very high expectations across all aspects of the school. Pupils achieve highly in their GCSE and sixth-form examinations.

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What is it like to attend this school?

Pupils’ personal and social development is exceptionally well supported in breadth and quality. Pupils are encouraged strongly to pursue their talent or academic interest within and beyond the curriculum. Popular clubs include cooking, fencing, boxing and advanced coding. Many pupils participate in sports and compete locally and nationally. Pupils also take part in swimming galas, and football and cricket matches. All pupils play music to a high standard, and many join the school’s orchestra.

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What is it like to attend this school?

Students in the sixth form contribute significantly to the life of the school. They act as role models for others. They run house competitions and activities such as culture week for young pupils. Students in the sixth form mentor and read with younger boys and volunteer at the local eye hospital.

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

Teachers are subject experts who consistently break down and explain subject matter so that pupils, including those with special educational needs and/or disabilities (SEND), fully understand what is taught. The curriculum purposely revisits key knowledge regularly so that pupils master important skills that they need for later learning. Teachers check that pupils understand and remember what has been taught so that pupils build their curriculum knowledge steadily over time. In the sixth form, teachers use their deep subject knowledge to explain complex concepts clearly to students. The school systematically develops students’ independent study skills to prepare them for further education.

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

The school has designed a highly ambitious curriculum tailored to pupils’ needs. Pupils build a secure understanding of important knowledge across subjects. For example, in geography pupils learn about rivers and glaciation in Year 7, plate tectonics in Year 8 and geology in Year 9. This prepares them very well to understand geomorphological processes at GCSE. All pupils are taught to play a musical instrument competently and regularly cook fresh food dishes.

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

During Years 10 and 11, pupils deepen their subject knowledge securely. Pupils often learn knowledge and skills beyond what is examined at the end of Year 11. As a result, pupils are well prepared to achieve highly during Years 12 and 13. A high proportion of students successfully study at prestigious universities and pursue degree apprenticeships. 11 and 12 March 2025

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The school teaches pupils how to behave responsibly from the moment that they join the school. Pupils behave very sensibly during lessons and at breaktimes. They support each other to attempt challenging work in class without fear of failure. Any pupils who struggle to meet the school’s high expectations receive rapid and effective support.

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The school meets the needs of pupils with SEND very effectively. These pupils learn the same ambitious curriculum as their peers. Pupils with SEND also take a full part in the life of the school, regularly participating in clubs and activities.

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The school regularly checks that pupils can read at an age-appropriate level. Any pupils who require support to read fluently are quickly identified. They are given intensive support to catch up with their peers. They do so rapidly, access the curriculum fully and succeed in examinations.

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Through the school’s personal, social and health education curriculum pupils have a strong knowledge of topics, including democracy and personal finances. From Year 7 onwards, pupils receive clear careers information and advice that helps to guide their choices and encourage their aspirations.

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Pupils regularly attend educational outings that bring the school’s curriculum to life. For example, pupils in Year 8 visited Tate Modern to deepen their knowledge of art, and Year 13 physics students visited CERN in Switzerland to understand how the universe works. The school develops pupils’ communication and public-speaking skills and provides regular debating opportunities.

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Those responsible for governance work closely with leaders to ensure that pupils continue to achieve highly. They challenge the school appropriately when needed. They regularly gather the views of staff, parents and pupils. Staff are proud to work at the school and feel that their workload and well-being are taken into account. Teachers receive regular, quality feedback about their teaching from each other, as part of the school’s extensive professional development offer.

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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. 11 and 12 March 2025

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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). 11 and 12 March 2025

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provision

Number of pupils on the school roll 1,137

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form

Appropriate authority The governing body

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form

Dates of previous inspection 3 and 4 February 2015, under section 5 of the Education Act 2005

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Information about this school

 The school uses one registered alternative education provider.  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 (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. 11 and 12 March 2025

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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. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspectors met with the headteacher and other senior leaders. The inspectors met with leaders with responsibility for pupils with SEND, safeguarding, behaviour, attendance, pupils’ wider development and the sixth form.  The lead inspector met with the governing body and a representative from the local authority.  The inspectors carried out deep dives in these subjects: mathematics, English, music, geography and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some

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pupils about their learning and looked at samples of pupils’ work.  The inspectors also discussed the curriculum in some other subjects.  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.  The inspectors considered the respective responses to Ofsted’s online surveys for parents and carers, staff and pupils.

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Inspection team

Guy Forbat, lead inspector His Majesty’s Inspector

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Inspection team

Duncan Kamya Ofsted Inspector 11 and 12 March 2025

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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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