Apex Secondary School for Boys

Apex Secondary School for Boys

Address: 287 Cranbrook Road, Ilford, IG1 4UA Unique reference number (URN): 151475

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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, pupils are made safer and feel safe.

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How we evaluate safeguarding

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

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

Pupils have a sound understanding of the knowledge and skills that they are taught. Pupils are generally able to talk confidently about their learning in different subjects. They enjoy sharing their opinions and evaluations of their learning. Work in pupils' books shows that they are able to express their learning effectively in writing, as well as verbally. In the main, leaders ensure that pupils develop important knowledge, such as reading, spelling accurately and using punctuation correctly. Leaders ensure that this knowledge is built upon throughout the curriculum.

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Achievement Expected standard

Across classes and key stages, pupils progress well through the curriculum. They are ready for the next stages of their education. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Attendance and behaviour Expected standard

Pupils’ attendance is in line with the national average. Leaders provide suitable support to help pupils to attend school regularly. Leaders work with pupils' families to help them to understand how important attendance is. There are demonstrable improvements in the attendance of individual pupils, including some pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Behaviour routines are generally well established, and understood by staff and pupils. As a result, pupils respond to instructions quickly, and this supports them to learn the curriculum well. However, in some instances, pupils do not have clarity about what is expected of their behaviour, such as during whole-class discussions. On occasion, this can lead to a small number of pupils not focusing on their learning as well as they could.

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Attendance and behaviour Expected standard

Pupils do not worry about bullying. They know that the school is an environment where any form of harassment, discrimination or violence is not tolerated. Pupils have positive attitudes towards their learning and they are polite and courteous. They feel well supported by the positive relationships that they have with staff.

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Curriculum and teaching Expected standard

Leaders have designed a broad and logically ordered curriculum that is ambitious for all pupils. Staff use a range of suitable strategies to identify any gaps in pupils' knowledge, including their reading, writing or mathematical knowledge. Staff use this information to inform their teaching and to adjust pupils' learning plans. Typically, this helps to ensure that any gaps in pupils' understanding are quickly addressed. In the main, the school's agreed teaching approaches are used effectively by staff. These include strategies that help to make the curriculum accessible for any pupils with barriers to their learning, such as pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Staff, on the whole, have detailed knowledge of their subjects, which enables them to support pupils to learn the curriculum well. Learning is structured carefully so that pupils learn important knowledge before being asked to apply it to complex tasks. Pupils engage enthusiastically in regular opportunities to talk about their learning. These help to build pupils' confidence and their ability to respond to questions articulately. Generally, pupils speak well about their learning, giving their opinions and supporting their views with evidence.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching in the school. They ensure that staff receive regular training to help them to deliver the curriculum effectively.

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Inclusion Expected standard

Before pupils join the school, leaders work closely with their parents and carers, relevant external agencies and the pupils themselves to build a thorough understanding of each pupil's starting point. Typically, this means that pupils' needs are well understood when they join the school. Appropriate plans to support them to be successful are put in place immediately. Staff receive regular training to ensure that they have the expertise needed to support pupils, including those with special educational needs and/or disabilities, to learn the curriculum well. Leaders work with external professionals to make sure that pupils receive specialist support that is required to prepare them for the next stages of their education.

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Inclusion Expected standard

Leaders regularly review the plans that are in place to support pupils' learning to confirm that they are effective. Careful monitoring of pupils' learning and wellbeing informs modification to these plans when needed. Staff know pupils well, and they are generally quick to identify when a pupil may have an undiagnosed barrier to learning. Strategies are then put in place to ensure that the pupil is able to learn the curriculum successfully.

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Inclusion Expected standard

Leaders are rightly proud that pupils benefit from the support that they need to learn well.

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Leadership and governance Expected standard

The proprietor has a sound oversight and understanding of the school. It supports leaders to make decisions and choices that are in the best interests of pupils. The proprietor holds leaders to account and has a clear vision for the continued success of the school. Leaders take suitable action to ensure that the school consistently meets the independent school standards. Leaders understand the school’s strengths and have identified and prioritised actions for improvement.

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Leadership and governance Expected standard

Leaders ensure that the school is a safe and kind learning environment which supports pupils, including those with special educational needs and/or disabilities and those who may have other barriers to learning, to be successful. To this end, leaders have designed a professional learning programme that is rooted in evidence. They deliver this professional development to staff through peer mentoring, training from external providers and close working relationships with other local schools. Leaders recognise that as the school continues to grow, they will need to develop leaders at all levels. They have put plans in place to do this. Leaders provide caring support for staff in terms of their workload and wellbeing, and staff appreciate this. Leaders have grown a school that is at the heart of, and for, the local community.

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Personal development and wellbeing Expected standard

Leaders have a clear vision for the personal development of pupils at the school through the joining together of Islamic studies with learning about the fundamental British values and the importance of respecting differences between people. This helps pupils to develop their understanding of the world and their place in it. They respect belief systems that are different to their own and they celebrate cultural diversity. The school is developing the character of pupils successfully by ensuring that they know the importance of thorough participation in society.

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Personal development and wellbeing Expected standard

The curriculum for personal, social and health education (PSHE) ensures that pupils learn how to keep themselves safe, both in the physical and the online worlds. They know how to live healthy lifestyles by eating well and exercising regularly. The PSHE curriculum ensures that all pupils are provided with relationships education.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils typically benefit from a careers education that prepares them well for their future working lives. This includes having meaningful experiences with employers and developing invaluable skills that will help them to be successful in their next steps. However, leaders recognise the need to enhance this experience.

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Personal development and wellbeing Expected standard

Leaders provide a programme of extra-curricular clubs, trips and events, including an annual residential stay. These are designed to offer pupils experiences which they might not otherwise have. Leaders ensure that any barriers to participation are removed so that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are able to take part. However, opportunities for pupils to develop new talents or interests are limited. Some pupils do not broaden their experiences beyond the curriculum as much as they could.

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

Pupils are happy in school. They enjoy coming in every day to learn with their friends. Pupils, including those with special educational needs and/or disabilities, attend regularly. Leaders have created an environment which supports and encourages pupils to love learning. In lessons, pupils show a real enthusiasm for learning new knowledge, skills and ideas. At breaktimes, they play chess and table tennis with their peers and they teach each other how to solve puzzles. The level of cooperation and support seen in these activities is impressive and demonstrates the family nature of the school.

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

Pupils behave well. They report that bullying is incredibly rare and is not tolerated if it occurs. Pupils feel safe at school and have trusted adults whom they would speak to if they had any worries or concerns.

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

The school is very much part of the local community. Pupils benefit from the close links that leaders have created within their community. Pupils appreciate the opportunities that they participate in during their time at the school. They relish opportunities for educational visits, such as to find out about the London Air Ambulance service. Pupils also participate enthusiastically in extra-curricular clubs and activities.

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

Pupils learn the curriculum well. This includes pupils who have additional barriers to their learning. Effective teaching ensures that pupils are well prepared for the next stages of their education. Pupils benefit from the careful thought that leaders have given to ensuring that the religious and secular curriculums complement each other. This is particularly well demonstrated by the closely aligned teaching of Islamic and fundamental British values, which helps to enhance pupils' understanding.

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Next steps

Leaders should continue to embed the curriculum across all subjects so that all pupils achieve well. Leaders should ensure that their expectations of pupils' behaviour at different times are explicit, so that pupils understand what is expected of them and how to engage well with all learning activities.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

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.

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About this inspection

Inspectors spoke with trustees, the headteacher, other leaders and members of staff during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has an Islamic religious character.

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About this inspection

The school uses no alternative provision.

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About this inspection

The school was registered by the Department for Education on 6 February 2025 and this is its first standard inspection.

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About this inspection

The chair of the proprietor body is Mr Imtiaz Ahmed.

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About this inspection

The school's email address is contact@apexsecondary.co.uk.

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Independent school standards

Independent school standards are either met or not met for each category. Headteacher: Meherun Hamid

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

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Pupils with special educational needs (SEN) support

8. Quality of leadership in and management of schools Standards met

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Exceptional

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

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Strong standard

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

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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.

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

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school. 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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