Chadwell Heath Academy

Inspection of Chadwell Heath Academy Christie Gardens, Chadwell Heath, Romford, Essex RM6 4RS

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

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The headteacher of this school is Richard Poddington. This school is a single-academy trust. The trust is run by the chief executive officer, Richard Poddington, and overseen by a governing body, chaired by Peter Brewster. 23 and 24 April 2025

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What is it like to attend this school?

Chadwell Heath Academy is a warm and welcoming community where pupils feel safe and are kept safe. Pupils develop a strong understanding of diversity and learn to speak respectfully to one another. This is supported by regular opportunities to debate and discuss current affairs and complex issues.

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What is it like to attend this school?

Pupils enjoy learning. They typically try hard and produce work of a high quality. As a result, pupils achieve well in a wide range of subjects. Pupils with special educational needs and/or disabilities (SEND) benefit from the same broad and ambitious curriculum as their peers. This helps to ensure they achieve well from their different starting points.

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What is it like to attend this school?

Pupils’ physical and mental health are well supported. Pupils value the opportunities they have to develop their talents and interests through participating in additional activities such as badminton, calligraphy and various performances. Pupils readily take on leadership responsibilities as part of the ‘teaching and learning team’, as ‘mental health ambassadors’ and ‘house champions’, which fosters a strong sense of community.

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What is it like to attend this school?

In addition to their academic achievements, sixth-form students are well supported to be ready for living as independent adults. They learn a breadth of valuable skills, from collaboration to charity work. Pupils with SEND are included in all aspects of school life and access the same broad range of wider opportunities.

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

Pupils learn an increasingly broad curriculum that matches the ambition of what is expected nationally. The school has promoted greater take up of subjects that make up the English Baccalaureate (EBacc), including modern foreign languages. This has resulted in a higher proportion of pupils studying these subjects. In the sixth form, there is an extensive range of courses for students to choose from. Students are well supported and move on to the next stage of their education, employment or training.

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

Across the curriculum, the school has identified the key knowledge and skills it wants pupils to know and remember. The school has thought carefully about the order in which the curriculum is taught. This helps pupils to revisit, practise and embed important ideas they need for future learning. For example, in art, younger pupils are introduced to basic drawing skills, shape and form. Older pupils use this knowledge when creating more complex representations using clay.

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

A strong focus on professional training supports teachers to develop secure subject knowledge. In most cases, information is presented clearly in lessons, and appropriate checks are made on what pupils understand and remember. Tasks and activities are typically well chosen to encourage pupils to recall and apply what they have learned. Consequently, many pupils achieve highly, including in national examinations.

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

The school is refining its provision for pupils with SEND. Leaders have recently improved processes to identify these pupils so that their needs are catered for successfully. The 23 and 24 April 2025

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school works closely with external agencies to ensure that staff receive the information they need. The school shares guidance with staff about how best to support pupils’ individual needs. However, some teachers do not use this information effectively. As a result, the curriculum is sometimes not adapted in a meaningful way for these pupils. This limits what some pupils can achieve.

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The school makes the teaching of reading a priority. Pupils have many opportunities to read carefully selected literature. Pupils actively engage with reading, demonstrate fluency and discuss texts with enthusiasm. Leaders identify pupils who may need additional support. A well-structured reading programme helps these pupils to catch up.

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In most lessons, pupils behave well, work hard and show a positive attitude to their learning. Leaders have revised the approach to managing behaviour, which has resulted in a reduction in suspensions and exclusions. Many pupils and staff recognise the positive impact of these changes. Around the school, behaviour is calm and orderly. The school rewards pupils when they demonstrate positive behaviour, and pupils speak proudly of the rewards they receive.

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Pupils’ wider personal development is promoted well. For example, pupils are taught to stay safe, including when online. They have been taught about discrimination and understand that this should be challenged. Students in the sixth form talk confidently about the importance of healthy and respectful relationships. They have an age- appropriate understanding of important issues, such as consent.

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Leaders, including those responsible for governance, are ambitious and strive to build on the school’s strengths. They have taken effective action where they have identified that further improvements are needed. Leaders carefully consider the workload and well-being of staff when making decisions and introducing initiatives. Staff are proud to work at the school and feel well supported by leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, teaching and other support for pupils with SEND are not matched precisely to their needs. This means that some pupils do not consistently benefit as much as they could. The school should ensure that the information available is used effectively to adapt teaching to meet the needs of pupils with SEND more consistently. 23 and 24 April 2025

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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 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). 23 and 24 April 2025

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provision

Number of pupils on the school roll 1,238

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form

Dates of previous inspection 15 and 16 November 2022, under section 5 of the Education Act 2005

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Information about this school

 The headteacher was appointed in September 2023.  The school does not currently use any 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

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 23 and 24 April 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and senior leaders. They also met with members of the governing body, including the chair of trustees.  Inspectors carried out deep dives in the following subjects: history, modern foreign languages, art 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. The lead inspector also visited a reading intervention group.  Inspectors considered the curriculum in some 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

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safeguarding that puts pupils’ interests first.  Inspectors gathered the views of pupils, parents and staff through discussions and their responses to Ofsted’s online surveys.

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Inspection team

Lisa Smith, lead inspector His Majesty’s Inspector

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Inspection team

Robert Grice His Majesty’s Inspector 23 and 24 April 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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