Newham Collegiate Sixth Form Centre, City of London Academy

London Academy

Address: 326 Barking Road, East Ham, London, E6 2BB Unique reference number (URN): 144511

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Exceptional

Leaders and governors maintain a long-standing and exceptionally strong focus on removing barriers to learning for all students. They play a pivotal role in the borough’s aim to provide high-quality A-level teaching to young people from disadvantaged backgrounds and who have English as an additional language. These learners make exceptional progress.

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Inclusion Exceptional

Staff identify individual student needs rapidly and accurately through precise initial assessment and ongoing reviews. Leaders keep close oversight of those students who require additional help so that staff put in place academic support, coaching and examination arrangements without delay. This ensures that students thrive both academically and personally.

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Inclusion Exceptional

Leaders allocate resources to reduce barriers expertly. They provide digital devices and online resources so students can fully access the learning to be successful. Leaders offer tailored support for students who face temporary vulnerabilities, such as insecure housing. They ensure that students receive practical help, including food banks, breakfast clubs and extended school hours, so that all students can participate fully.

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Inclusion Exceptional

Leaders monitor progress rigorously. They hold frequent reviews and coaching sessions, so staff and students understand targets and next steps. They thoughtfully adapt support as needs change. Leaders work with external specialists to shape training and respond to emerging needs.

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Leadership and governance Strong standard

Leaders and governors have an ambitious vision focused on excellence and inclusivity. They know their strengths in depth and act rapidly to improve their areas for development. Leaders use self-evaluation to drive the quality of education that students receive.

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Leadership and governance Strong standard

Governance is highly effective. Governors hold leaders to account with precision, using robust data and incisive questioning to assure quality and accelerate improvement. Their challenge is purposeful, and their support extensive. This ensures that the actions leaders take lead to measurable gains in the quality of teaching. Leaders prioritise students’ best interests in every decision. They allocate resources intelligently, adapt provision responsively and build partnerships that open access to high- quality opportunities. These actions raise student aspirations and inspire them to achieve the very best outcomes.

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Leadership and governance Strong standard

Leaders invest strongly in staff development. They provide a coherent, research-informed programme that builds teachers' expertise excellently. New teachers benefit from a structured induction programme and coaching, while experienced staff access advanced training and leadership pathways. Leaders create a highly skilled workforce that delivers consistently high-quality teaching.

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Leadership and governance Strong standard

Leaders manage staff wellbeing with integrity. Leaders reduce unnecessary workload, act on feedback and foster a culture of respect and trust. Staff are very proud to work for the school.

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Achievement Exceptional

Students achieve exceptionally well. A very high proportion secure A and A* grades in examinations. Students with special educational needs and/or disabilities achieve as highly as their peers. They develop extensive and substantial new knowledge and skills, enabling them to excel and reach their full potential. They make rapid and sustained progress from their starting points.

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Achievement Exceptional

Students consistently produce work of an excellent standard that often exceeds course requirements. Written assignments show a profound understanding of the taught material, while practical tasks demonstrate strong technical skills and precise attention to detail.

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Achievement Exceptional

Students gain a deep and broad knowledge of their subjects and the sectors they wish to join. As a result, they are exceptionally well prepared for their next steps. The vast majority progress to universities with high entry requirements and internationally recognised institutions with the confidence and the high-level expertise they need to succeed.

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Curriculum and teaching Strong standard

Leaders have a clear and ambitious vision for the curriculums they offer, which meet the precise needs of high-achieving students in the local community and beyond. Leaders take deliberate steps to help students progress to their chosen destinations, including prestigious universities.

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Curriculum and teaching Strong standard

Managers and teachers plan and sequence the curriculum very well. They build students’ foundational knowledge before introducing complex topics. For example, in mathematics, students first develop fluency in algebraic functions before applying this knowledge to kinematics. This approach helps students gain a very high level of confidence and make strong progress over time.

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Curriculum and teaching Strong standard

The curriculums meet the principles and requirements of the 16 to 19 study programme. Leaders provide additional academic content beyond A-level specifications through their 'super curriculum'. Students choose courses that match their interests, such as Python programming in mathematics or classical rhetoric in the liberal arts. These opportunities prepare learners for higher education and broaden their experience excellently.

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Curriculum and teaching Strong standard

Teachers have expert subject knowledge and use highly effective strategies to promote learning. They check understanding through probing questions to reinforce key concepts and tackle student misconceptions rapidly. Teachers set very high in-class learning expectations and apply these consistently well. As a result, the quality of teaching is uniformly excellent.

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Curriculum and teaching Strong standard

Leaders and managers monitor curriculum quality closely and provide highly effective professional development. Their training enables teachers to adapt lessons well for learners with special educational needs and/or disabilities, so that these learners feel supported and achieve well.

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Participation and development Strong standard

Leaders and managers set high expectations for attendance and punctuality. They track attendance patterns closely and act quickly to resolve any concerns. Students attend exceptionally well and behave impeccably in lessons and during breaks and transitions. They are consistently courteous, polite and respectful.

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Participation and development Strong standard

Leaders provide a broad curriculum that successfully develops students’ wider skills. Through their wider studies, students explore themes such as online safety, healthy relationships, financial literacy and British values. A very high proportion take part in clubs, societies and events that build confidence and resilience. Activities include debating, coding, art, sports and charity events. Students value these opportunities and contribute enthusiastically.

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Participation and development Strong standard

Careers education is highly effective. Leaders deliver a well-structured, high-quality programme that offers consistent guidance and support throughout. Students benefit from tailored advice, interview preparation and subject-specific input. They routinely undertake work experience in prestigious settings and attend workshops with industry experts. These experiences help them make informed decisions about future study and careers.

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Participation and development Strong standard

Students feel safe and know how to report concerns. They understand risks such as radicalisation and online threats. Staff prepare students well for life in modern Britain, and students develop the confidence and independence that they need for their next steps.

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What it's like to be a learner and/or an apprentice at this provider

Students are highly satisfied with the education that they receive. Throughout their studies, they experience expert teaching, well-tailored support and enrichment opportunities that make learning challenging, relevant and inspiring. They are confident, well prepared for their next steps and proud to study at the school.

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What it's like to be a learner and/or an apprentice at this provider

Students develop into confident and articulate communicators. Staff use well thought- through strategies that promote dialogue and oracy. This ensures that students can articulate their ideas clearly and listen respectfully to others. This emphasis on speaking and reasoning prepares students excellently for university interviews, presentations and academic discussions.

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What it's like to be a learner and/or an apprentice at this provider

Students relish and enjoy the opportunities they have to lead and influence. They take active roles in student committees, organise events and contribute to decision-making about school life. Students develop leadership skills and a clear sense of responsibility.

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What it's like to be a learner and/or an apprentice at this provider

Students access tailored academic support when needed. Staff provide one-to-one coaching, targeted interventions and subject-specific workshops. These sessions help students overcome challenges quickly and maintain strong progress across all subjects.

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What it's like to be a learner and/or an apprentice at this provider

Students value the strong culture of ambition. High expectations shape every aspect of school life. Students set bold goals and gain the confidence and skills to achieve them.

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What it's like to be a learner and/or an apprentice at this provider

Students explore themes that extend far beyond their academic courses. Students take part in discussions and activities that promote tolerance and equality, helping them to appreciate diversity and their role in society. They contribute to charitable events and community projects. These serve to build high levels of empathy and a respect for others.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with leaders, staff and learners during this inspection.

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Team inspectors:

Claudia Harrison, His Majesty's Inspector Andrea McMahon, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

Newham Collegiate Sixth Form Centre, City of London Academy is a 16-19 free school based on a single site in Newham, London. At the time of inspection, there were 741 students in study, all of whom were aged between 16 and 19. All students study a programme of either 3 or 4 A levels from the 12 subjects offered by the school. The largest subject areas are mathematics, chemistry and biology. Most students study at least one or more science or mathematics A level.

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Strong standard

Principal: Ms Anita Lomax The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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