Concordia Academy

Inspection of a school judged outstanding for overall effectiveness before September 2024: Concordia Academy Union Road, Romford, Essex RM7 0HG

p.1

Outcome

Concordia Academy has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Raheel Akhtar. The school is part of The REAch2 Academy 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), Cathie Paine, and overseen by a board of trustees, chaired by Gavin Robert.

p.1

What is it like to attend this school?

Pupils, staff and parents and carers hold this school in high regard. They are proud to be members of this warm and welcoming school community. Everyone is made to feel welcome, whatever their religion or nationality. Staff know the pupils and their families well. Leaders have made the school a nurturing place for pupils and staff. Relationships between staff and pupils are exceptionally strong. Pupils are polite and considerate, and they treat others with kindness and respect.

p.1

What is it like to attend this school?

Staff have high aspirations for pupils’ achievement and behaviour, including those with special educational needs and/or disabilities (SEND). Pupils rise to these challenges and as a result achieve highly. Their behaviour is impeccable. Lessons are calm, orderly and free from disruption. Pupils show exceptional conduct around the school. Bullying is rare, and pupils are confident that their teachers will deal swiftly with any issues, should they arise. Pupils feel happy and safe.

p.1

What is it like to attend this school?

The school provides activities and visits that carefully link to pupils’ learning, as well as broadening their experiences. Pupils enjoy trips to London museums and theatres as well as performing for residents of a local care home. The array of after-school clubs, such as chess, athletics and nurture club, develop pupils’ talents and interests. 3 and 4 June 2025

p.1

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

The school has designed an exceptional curriculum which is well sequenced and stimulating. It identifies, with precision, the essential knowledge, skills and vocabulary that pupils will learn in each year from Reception to Year 6 for all subjects. There are many opportunities for pupils to revisit important concepts. For example, mathematics lessons are structured so that pupils recap prior learning before new content is introduced. Similarly, in geography, pupils revisit what they have learned previously. As a result, pupils develop a detailed understanding of the subject content that they learn.

p.2

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

The school has ensured that staff receive high-quality training, which enables them to teach the curriculum with considerable skill. Teachers present new knowledge clearly to pupils. They select appropriate activities and resources to help pupils to learn very effectively. Communication and language skills are skilfully threaded through learning activities from the moment children join in Reception Year. Teachers check pupils’ understanding, for example through clear questioning, and then address any misconceptions that pupils may have. At the end of each topic, teachers spend extra time teaching any content pupils may have found difficult. By the end of Year 6, pupils are very well prepared for the demands of secondary school.

p.2

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

Reading is central to the school’s curriculum. All staff are well trained to deliver the school’s chosen phonics scheme. They articulate and model sounds clearly to pupils. Staff make sure that pupils practise their reading using books which are well matched to the sounds that they know. Any pupils who find reading difficult receive extra support swiftly to help them to keep up. Consequently, pupils learn to read and write with developing fluency and understanding. Older pupils speak positively about their favourite authors and the books that they read. Teachers instil a love of reading by bringing books to life when reading aloud. Early mathematics is equally well considered. Children in early years regularly practise the skills of early number, providing an excellent basis for their learning in Year 1.

p.2

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

The school ensures that pupils with SEND receive the very best care, support and guidance. It has ensured that staff have the knowledge and expertise to swiftly identify and support pupils’ needs. Teachers adapt their teaching to help pupils overcome any barriers that they may face to their learning. This means that pupils with SEND receive the exact support that they need and learn well.

p.2

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

Pupils are very well prepared for life beyond school. They are provided with valuable skills and knowledge for later life. The school teaches pupils how to keep healthy and safe. They have an age-appropriate understanding of important topics, such as healthy relationships and online safety. Pupils learn to be respectful of difference and are knowledgeable about religions and cultures that are different from their own. They speak with confidence about the protected characteristics and equality. Pupils undertake responsibilities in school proudly, such as those of school councillors, eco-ambassadors and class monitors. 3 and 4 June 2025

p.2

3

The school works closely with families to reduce any barriers that may impact pupils’ attendance and punctuality. Leaders are quick to take necessary action. Consequently, attendance has improved.

p.3

3

The trust and local governing body know the school extremely well. They hold the school to account diligently for the quality of education that it provides. Staff are incredibly proud to work in this school and make a strong, supportive team. They appreciate leaders’ careful attention to staff’s workload and well-being. Staff also value the professional development opportunities and support that they receive.

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 outstanding 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 outstanding for overall effectiveness in June 2019.

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.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 3 and 4 June 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). 3 and 4 June 2025

p.4

School details

Dates of previous inspection 12 and 13 June 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 Concordia Academy is part of The REAch2 Academy trust.  The school is much larger than the average-sized primary school.  The school does not use any alternative provision.

p.5

Information about this inspection

 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 inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector met with the CEO, the headteacher, other school leaders, teaching staff and four governors, including the chair of governors. The inspector also met with a representative of the trust. 3 and 4 June 2025

p.5

6

 To evaluate the effectiveness of safeguarding, the inspector 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 inspector visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at pupils’ work. The inspector listened to pupils read to an adult.  The inspector scrutinised a range of documents, including those relating to behaviour and SEND.  The inspector observed pupils’ behaviour in lessons and around the school site. In addition, he met with pupils, formally and informally, to hear their views.  The inspector considered parents’ responses to the online survey, Ofsted Parent View, including the free-text responses. He also took into consideration the responses to the

p.6

Inspection team

Chris Birtles, lead inspector Ofsted Inspector 3 and 4 June 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