The Elms Academy

Inspection of a school judged good for overall effectiveness before September 2024: The Elms Academy Elms Road, Clapham, London SW4 9ET

p.1

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.

p.1

Outcome

The principal of this school is Amy Welch. This school is part of 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 (CEO), Jon Coles, and overseen by a board of trustees, chaired by Christian Brodie. There is an executive principal, Leon Wilson, who is responsible for this school and one other.

p.1

What is it like to attend this school?

Pupils in this school receive an exceptional education. The values of integrity, ambition and determination are central to the culture here. The school has developed a caring, friendly, and highly aspirational ethos. The school has very high expectations for all pupils. As a result, pupils achieve extremely well and are prepared for the next stage of their education.

p.1

What is it like to attend this school?

Staff know the pupils very well. They have built extremely positive relationships. Pastoral support is of a high-quality and meets pupils’ individual needs. Pupils are polite, confident, and kind. They enjoy coming to school and are proud of their community.

p.1

What is it like to attend this school?

Behaviour in the school is exceptional, both in lessons and around the school site. Pupils have highly positive attitudes and demonstrate a commitment to their learning. Students in the sixth form develop their leadership skills by organising a wide range of weekly house activities. These include karaoke, master chef and cheerleading competitions. Pupils enjoy taking part in these events which help to create a sense of joy and belonging. 7 and 8 May 2025

p.1

2

There are a wide range of opportunities for pupils to develop their talents and interests through the variety of clubs on offer. These include sports teams, board game and skating clubs.

p.2

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

The school has developed an ambitious curriculum for all pupils. Staff have identified precisely what pupils need to know at each stage of the curriculum. Subject specific vocabulary has been carefully considered and embedded throughout the curriculum. It is designed to build pupils’ knowledge progressively over time. As a result, pupils develop a deep understanding of the curriculum, retain knowledge in their long-term memory, and use subject specific vocabulary confidently.

p.2

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

Teachers have expert subject knowledge and present information clearly. They use a wide range of strategies to check for understanding and address misconceptions quickly. This supports pupils to produce work of very high-quality. Staff ensure students in the sixth form regularly make link across the curriculum to deepen their understanding. This helps them to achieve extremely well.

p.2

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

The school identifies and meet the needs of pupils with special educational needs and/or disabilities (SEND) very effectively. The school ensures staff have the skills and expertise to enable pupils with SEND to access the curriculum. As a result, pupils with SEND achieve very highly.

p.2

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

Pupils who find reading more challenging are identified as soon as they join the school. Staff identify pupils’ individual needs well. They put bespoke support in place to ensure pupils make rapid improvement. As a result, pupils develop into fluent and confident readers. The school has put in place a number of strategies to support pupils to read a wider range of texts regularly for pleasure.

p.2

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

Staff consistently put into action the clear behaviour policy in the school. This ensures pupils are calm, focussed and have purposeful attitudes during lessons. The attendance of pupils in the school is very high. The school has developed extremely positive relationships with parents and carers. They work together effectively to ensure pupils attend school regularly.

p.2

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

The school has designed a thoughtful personal development programme. It has carefully considered the needs of pupils in the school and the specific challenges they may face. Pupils learn to keep themselves physically and mentally healthy. Pupils have a thorough understanding of the different beliefs people may have. They acknowledge the importance of tolerance and respect for all. Pupils attend a wide range of outings, and a variety of external speakers visit the school. This helps pupils to broaden their cultural understanding.

p.2

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

The school provides pupils with purposeful careers advice and guidance. Pupils take part in a range of activities including mock interviews, trips to universities and a variety of work-based opportunities. Students in the sixth form receive a great deal of support for 7 and 8 May 2025

p.2

3

future education and employment. This includes completing applications for university and apprenticeships.

p.3

3

Those responsible for governance understand the strengths and priorities of the school. They provide appropriate challenge and support. Leaders at all levels share a desire to continually develop the provision they offer to ensure pupils are well-prepared for the next stage of their education. The school has developed an extremely strong professional development programme. This supports staff at all stages of their career to develop and underpins the continuous improvement to the quality of education that the school provides.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.

p.3

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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020.

p.3

How can I feedback 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.3

How can I feedback my views?

The Department for Education has further guidance on how to complain about a school. 7 and 8 May 2025

p.3

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). 7 and 8 May 2025

p.4

form

Dates of previous inspection 4 and 5 February 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of the United Learning Trust.  The school does not 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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 7 and 8 May 2025

p.5

6

 This was the first routine inspection the school has 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, executive principal, members of the senior leadership team and a range of staff. They also met with members of the board of trustees, the governing body, and a representative from the trust.  The inspectors visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  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 views of parents, pupils, and staff, including through

p.6

Inspection team

Simon Conway, lead inspector His Majesty's Inspector

p.6

Inspection team

Charlotte Robinson Ofsted Inspector 7 and 8 May 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