Future Academies Watford

Inspection of Future Academies Watford Horseshoe Lane, Garston, Watford, Hertfordshire WD25 7HW

p.1

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

p.1

The principal of this school is Sam Fox. This school is part of Future Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Lawrence Foley, and overseen by a board of trustees, chaired by John Nash. 29 and 30 April 2025

p.1

What is it like to attend this school?

Pupils are greeted with a daily handshake on arrival at Future Academies Watford. Moving into the classroom, pupils’ learning is ambitious at every stage and teachers support them well on this journey. The curriculum has been adapted to meet their needs and routines.

p.2

What is it like to attend this school?

Pupils are now learning more and remembering more and are making good progress as a result. The school has ensured that staff development is high priority, meaning lessons are led by skilled teachers with a strong understanding of the curriculum. Pupils can feel this change and speak positively about their education.

p.2

What is it like to attend this school?

The behaviour of pupils is very strong. They are supported by a culture that will not tolerate poor behaviour, and pupils feel settled and safe as a result. Pupils recognise and appreciate these changes here and now comment on being able to learn more.

p.2

What is it like to attend this school?

Pupils are supported to develop their character here at Futures Academies Watford. This is achieved through a rich set of experiences and opportunities that extend beyond the classroom. The school is relentless in their quest to ensure that all pupils have the aspiration, knowledge and skills to prepare them for life in modern Britain.

p.2

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

At Future Academies Watford, the curriculum has been expertly constructed to ensure learners have the skills and knowledge to access highly ambitious content. Careful attention considers what the pupils need. Educational enrichment complements and strengthens the curriculum and is thoughtfully planned. This helps to raise the aspirations of pupils. Older pupils suffered from previous weaknesses in their education, which can be seen in the published outcomes. However, younger pupils are benefiting from the improved curriculum, and staff are adapting the curriculum for older pupils to make up for any previous deficiencies.

p.2

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

Teachers know their pupils well. They understand that every pupil has different needs and cater well for these. Teachers actively work to improve their own practice and the school supports them with this. They have developed skills such as questioning and are now using assessment effectively to check pupils’ understanding. Reading support for those who need extra help is effective and carefully delivered. All pupils are encouraged to read for pleasure and for knowledge.

p.2

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

The school provides effective support for pupils who have special educational needs and/or disabilities (SEND). The school ensures that teachers understand the needs of these pupils, which ensures they have the same experience as their peers. Pupils here are confident and happy in lessons and feel they are achieving well.

p.2

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

The school is working hard to secure improvements in attendance. This is a high priority for the school. The school knows that there is further work around ensuring pupils with SEND are attending school regularly. Equally, leaders have worked hard to improve pupils’ behaviour. Pupils say that this is having a positive impact, and they feel they learn more 29 and 30 April 2025

p.2

3

as a result. The school recognises that suspensions, although falling, remain higher that desired. Some pupils are missing too much time away from class.

p.3

3

Personal development is at the heart of the school. Pupils have a respect for themselves and for others around them. The development of pupils’ character is worthy of note and the school encourages pupils to be good citizens. Pupils actively support their community through charity work, including support for local food banks. They appreciate that everyone has different experiences. Pupils understand that discrimination is not tolerated, and they rarely see or experience it. They also say that bullying as rare and dealt with effectively by teachers.

p.3

3

The school provides a dynamic and inclusive wider offer that promotes cultural enrichment and personal growth. Strong pastoral support and a diverse range of extra- curricular opportunities challenge pupils to reach their full potential. The school is working hard to connect pupils with universities, employers, and other experiences, broadening their horizons and building their understanding of local and national culture.

p.3

3

The sixth form is well established and growing. The curriculum offer is broadening with the students’ needs at the forefront of these improvements. Students benefit from expert teaching and confidently use their previous knowledge to produce work of excellent quality. Students are now achieving and progressing well in their studies. Students’ onward journeys are well considered. Alongside a personal development offer that prepares them well for life after school, the school’s advice on careers ensures that students make informed decisions about further education and employment.

p.3

3

The school’s leadership has been unrelenting in its approach to improve the outcomes and aspirations for its pupils. Leaders have made improvements across all areas and are determined to continue this. Those responsible for governance work in collaboration with the school and help to drive improvements at all levels. Staff want to improve and have every opportunity to do so here; they feel valued. Their workload and well-being are well considered, and staff say they feel supported as a result.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

What does the school need to do to improve?

 Pupils with SEND do not attend as frequently as their peers. As a result, these pupils are not benefiting from the school’s curriculum. The school should ensure that attendance systems are effectively managed and improved for all pupils, but particularly for more vulnerable pupils who have SEND.  The number of suspensions within the school remains high. As a result, some pupils are missing out on high-quality learning opportunities. The school should continue to reduce the number of suspensions and ensure that pupils successfully reintegrate into school and access lessons. 29 and 30 April 2025

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 29 and 30 April 2025

p.4

provision

Number of pupils on the school roll 1,029

p.5

form

Dates of previous inspection 12 March 2024, under section 8 of the Education Act 2005

p.5

Information about this school

 The school became part of Future Academies in February 2020.  The school makes use of three alternative provisions, of which two are registered and one unregistered.  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. 29 and 30 April 2025

p.5

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.

p.6

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 taken that into account in their evaluation of the school.  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 carried out deep dives in these subjects: mathematics, English, history, languages and art and design. 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 inspectors reviewed a range of school documents. These included information

p.6

Information about this inspection

about pupils’ behaviour, attendance, the school’s curriculum and improvement planning.  The inspectors held meetings with the chair of trustees, the CEO and governors. They also met with other school leaders, teachers, staff members and pupils.  The inspectors talked to pupils and staff to gather information about school life.  The inspectors considered responses to Ofsted’s online survey, Ofsted Parent View, and the free-text comments. The inspectors also considered the responses to Ofsted’s staff and pupil surveys.

p.6

Inspection team

Louise Cooper, lead inspector His Majesty’s Inspector

p.6

Inspection team

Cathy Barr Ofsted Inspector 29 and 30 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7