Leytonstone School

Leytonstone School

Address: Colworth Road, Leytonstone, London, E11 1JD Unique reference number (URN): 103101

p.1

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, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

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

p.1

Attendance and behaviour Strong standard

The new leadership team has taken swift and decisive action to secure high levels of attendance and promote consistently positive behaviour. Consequently, pupils' attendance has increased significantly and remains consistently above the national average. Leaders target persistent absence effectively, resulting in marked improvements for the most vulnerable pupils. Through purposeful initiatives, such as the daily breakfast club, leaders ensure pupils are well supported and ready for learning.

p.2

Attendance and behaviour Strong standard

The headteacher and his team have successfully transformed the school’s culture. Staff, pupils and parents recognise the rapid improvements in behaviour under new leadership. Leaders have implemented a clear behaviour policy, which staff apply with high levels of consistency and confidence. Pupils value the newly established routines, such as daily equipment checks, which establish high expectations from the outset. Pupils recognise that this helps lessons to proceed without disruption.

p.2

Attendance and behaviour Strong standard

Pupils demonstrate a strong understanding and embody the school’s values through their conduct and interactions with others. Pupils confidently identify members of staff they can approach to report concerns or seek advice. Pupils speak with certainty that discrimination or harassment is not tolerated. Pupils are supported effectively to behave well and to improve their behaviour. For example, leaders have redesigned a space for pupils to calmly reflect on their behaviour, which successfully deters any future poor behaviour.

p.2

Achievement Expected standard

Across the school, pupils generally secure appropriate knowledge and skills in different subjects. Pupils develop a depth of understanding that is reflected in the quality of their work and verbal responses.

p.2

Achievement Expected standard

The school’s commitment to inclusion ensures that disadvantaged pupils and those with special educational needs and/or disabilities and other barriers to learning are typically well supported to achieve. They secure important foundational knowledge in reading, writing and mathematics, as well as developing as confident, independent individuals who are ready to pursue their future ambitions. This helps all pupils to be generally well prepared for the next stage of education, employment or training.

p.2

Achievement Expected standard

Examination outcomes at the end of Year 11 are broadly in line with national outcomes, including for disadvantaged pupils. There is, however, some variability between subjects. While pupils achieve well in subjects such as English and mathematics, there are other areas where achievement is weaker. Leaders are aware of this and have taken positive steps, including staff recruitment and training, to improve the consistency of pupils’ achievement.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate and informed understanding of the quality of the curriculum and teaching across the school. They have made appropriate decisions for the school, ensuring pupils study a more ambitious and broader curriculum. The curriculum is well designed. Leaders have clearly identified the key knowledge pupils need to learn. This helps to ensure pupils develop the knowledge and skills required for their next steps in their education.

p.3

Curriculum and teaching Expected standard

Similarly, leaders have done much work to improve the quality of teaching. As a result, staff typically demonstrate secure subject knowledge and use assessment effectively to address errors or misunderstandings. However, there is variability in how well the curriculum is taught. For example, although the school is developing pupils' oracy, expectations of pupils’ spoken responses vary between classes.

p.3

Curriculum and teaching Expected standard

In most cases, teachers understand pupils' needs and use effective strategies to support pupils with special educational needs and/or disabilities to access the curriculum. Leaders have carefully identified pupils who require additional support with their reading and writing. A range of effective strategies are in place to support these pupils to develop the knowledge, understanding and skills they need to access the rest of the curriculum.

p.3

Inclusion Expected standard

Inclusion is central to the school’s work. Leaders employ clear, thorough processes to identify pupils’ needs with speed and accuracy. This proactive approach ensures that support for pupils typically removes barriers to learning and wellbeing. For instance, targeted literacy interventions effectively bolster pupils’ reading, phonics and comprehension skills. In most cases, pupils who need additional help receive appropriate support during lessons, allowing them to access the same curriculum as their peers. The school identifies and addresses pupils’ mental health needs.

p.3

Inclusion Expected standard

The school makes decisions in the best interests of its pupils. For example, additional funding has been used effectively to support disadvantaged pupils to improve attendance and broaden enrichment opportunities. Leaders have rightly recognised the need to use the information about the impact of additional funding in a more focused way to ensure gaps in pupils' achievement are successfully closed.

p.3

Inclusion Expected standard

Leaders collaborate closely with external professionals to secure advice and guidance for specific pupils. Staff have received helpful training to adapt the curriculum and teaching activities for pupils with special educational needs and/or disabilities. While teachers are aware of these strategies, some of these methods are in the early stages of implementation and are not fully embedded across the school. This results in inconsistent experiences for some pupils.

p.3

Leadership and governance Expected standard

The new headteacher, ably supported by those responsible for governance and the leadership team, has established a clear direction for school improvement. Decisions are made in the best interests of pupils, with a particular focus on those who are disadvantaged and pupils with special educational needs and/or disabilities. Leaders have worked swiftly to integrate these developments into daily routines while remaining mindful of staff workload. Consequently, staff feel well supported and appreciate initiatives designed to improve wellbeing, such as the opportunity for flexible working. Staff recognise and value the improvements made at the school.

p.3

Leadership and governance Expected standard

There is an appropriate emphasis on ensuring that leaders at all levels possess the knowledge and skills required to contribute to school-wide progress. This is underpinned by effective professional learning for all staff. In particular, teachers at the start of their careers benefit from the structured guidance and training put in place by leaders, helping them to further specialise and develop their expertise.

p.4

Leadership and governance Expected standard

Governors fulfil their statutory duties effectively. They provide a balance of oversight and challenge, ensuring the school maintains a steady and sustainable direction for growth. They are committed to ensuring that pupils achieve positive academic outcomes and develop into well-rounded young people.

p.4

Personal development and wellbeing Expected standard

The personal development programme helps pupils understand important concepts effectively, such as physical and emotional safety, including when online. Pupils demonstrate a clear understanding of personal boundaries and the importance of consent. Leaders further enrich this programme through a range of external visitors.

p.4

Personal development and wellbeing Expected standard

A structured programme of educational visits underpins the curriculum and provides opportunities for all pupils. Highlights include a recent Year 7 science trip to a university. Pupils also benefit from a variety of in-school enrichment, such as specialist personal, social and health education workshops, artist-led lessons and drama sessions with professional actors. The school community actively celebrates diversity, including participation in 'Pride Month', 'Black History Month' and a well-established annual 'Culture Day'.

p.4

Personal development and wellbeing Expected standard

Leaders demonstrate a strong commitment to the recently introduced ‘Ten by Ten’ initiative, which aims for every pupil to complete 10 extra-curricular activities by the end of Year 10. The school uses additional funding to ensure disadvantaged pupils access the full range of wider opportunities on offer. Leaders make checks on how well pupils access the enrichment activities available to them. This work is in its infancy, with leaders working to better use the information they gather to understand if any groups of pupils do not benefit as much as they might from these opportunities.

p.4

Personal development and wellbeing Expected standard

The form tutor programme systematically develops pupils’ character by incorporating debating, public speaking and conflict management. Furthermore, tutor groups take responsibility for planning and delivering assemblies on a rotational basis.

p.4

Personal development and wellbeing Expected standard

Pupils develop a clear understanding of fundamental British values, including democracy and tolerance. Pupils contribute positively to the school community. For example, they played a central role in defining the revised school values. Similarly, the democratically elected ‘Pupil Parliament’ influences school policy through, for example, the introduction of shorts as part of the summer uniform. The school's careers programme ensures that pupils receive helpful information and have a secure understanding of a range of future options. This includes a variety of external speakers, workshops and visits to careers fairs.

p.4

What it's like to be a pupil at this school

Pupils and staff speak about changes to the school's culture and why they feel happy to come to school. This has contributed to the improvement in pupils’ behaviour and attendance. Pupils value the learning and support they receive at Leytonstone School. They benefit from a well-considered curriculum that helps them to build important knowledge and skills over time. Staff are aware of the barriers to learning that some pupils face. Effective teaching and support help pupils to overcome these barriers. This enables pupils, including disadvantaged pupils, to achieve well in school.

p.5

What it's like to be a pupil at this school

Pupils join the school from many diverse backgrounds. Staff give them a warm welcome, meeting and greeting their pupils at the classroom door. This helps pupils to develop a sense of belonging. Pupils learn to respect the many different cultures that are an important part of the school’s identity. They enjoy celebrating different cultures formally through events like the school's 'Culture Day'. The school is a safe space where pupils develop their ambitions and the life skills with which they can positively contribute to society.

p.5

What it's like to be a pupil at this school

Leaders encourage pupils to broaden their horizons through a sound personal development programme. Pupils strive to complete the ‘10 by 10’ initiative, which guarantees 10 distinct experiences, ranging from yoga to chess, by the end of Year 10. Staff encourage pupils to express their thoughts and opinions clearly and confidently.

p.5

What it's like to be a pupil at this school

Pupils demonstrate a positive attitude towards their studies and show a genuine desire to succeed. The school maintains a calm atmosphere where pupils can thrive and learn without distraction. They show consistent respect for their teachers and their peers. Pupils trust that staff handle instances of bullying effectively. Because pupils feel safe and happy at school, most attend regularly. Pupils who do not attend as well receive excellent support to help them to attend more regularly.

p.5

Next steps

• Leaders should ensure that information about the school's work is used with precision to check its implementation and impact. This will help to ensure, for example, that pupils benefit fully from the broadening personal development offer and any adaptations made to the curriculum and teaching to support specific barriers to learning.

p.5

About this inspection

The chair of the board of governors in this school is Fiona Sinclair.

p.5

Team inspectors:

Katerina Christodoulou, Ofsted Inspector Mark Smith, His Majesty's Inspector Ray Lau, Ofsted Inspector Brian Oppenheim, Ofsted Inspector

p.6

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.

p.6

What does this mean?

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

What does this mean?

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

p.6

What does this mean?

Inspectors spoke with the headteacher, senior leaders, pupils and staff during the inspection. Discussions were also held with representatives of the governing body.

p.6

What does this mean?

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.6

What does this mean?

The inspectors confirmed the following information about the school:

p.6

What does this mean?

The school makes use of 4 registered alternative provisions.

p.6

What does this mean?

Headteacher: Julian Onyelekere The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.6

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.8

(provisional)

2022/23 (final) 47.1% 45.3% Close to average

p.8

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.8

(provisional)

2022/23 (final) 46.4 46.3 Close to average

p.9

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.9

national average

2023/24 (final) -0.17 -0.03 Close to average

p.9

national average

2022/23 (final) -0.17 -0.03 Close to average

p.9

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.9

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.9

(provisional)

2022/23 (final) 26.7% 25.2% Close to average

p.9

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

(provisional)

2022/23 (final) 38.2 35.0 Close to average

p.10

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.10

national average

2023/24 (final) -0.60 -0.57 Close to average

p.10

national average

2022/23 (final) -0.56 -0.57 Close to average

p.10

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.11

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.12

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.12

national average

2022/23 (3 term) 22.9% 26.5% Close to average

p.12

Exceptional

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

p.12

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.13

Expected standard

The school 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.

p.13

Needs attention

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

p.13

Urgent improvement

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

p.13

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.

p.13

Urgent improvement

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.13

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 .

p.13

Urgent improvement

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

p.13

Urgent improvement

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

p.13