Ark Academy

Ark Academy

Address: Forty Avenue, Wembley, Middlesex, HA9 9JR Unique reference number (URN): 135600

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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.

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Personal development and wellbeing Exceptional

The personal development and wellbeing offer is exemplary. Leaders ensure that pupils across all year groups access a remarkably high-quality wider offer that is meticulously designed across all areas of personal development. The school's active citizenship programme, 'Civitas', is central to this offer. It is designed to develop the pupils to be agents of positive change in the school, local community and broader society. Pupils develop a deep understanding of the personal, social and health education and relationships education programmes. They put their learning into practice both in the school and externally. An extremely high-quality careers education programme is delivered across all phases in the school, which helps to raise pupils' aspirations and ensure that they fully understand their future options.

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Personal development and wellbeing Exceptional

The school develops a tangible sense of civic duty in the pupils. Pupils take great enjoyment in contributing to the school's impressive house system. Students in the sixth form all mentor younger pupils in the school and support with reading sessions. All pupils take part in fundraising activities for local charities. Pupils have also led several social actions and campaigns in the local community. This programme has a transformational impact on how the pupils view their role in society and the positive impact they can have in their local and wider community.

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Personal development and wellbeing Exceptional

All pupils take part in a broad and highly impressive range of wider opportunities. These are purposefully planned to ensure that pupils encounter a broad range of experiences. There is a focus on ensuring that the most disadvantaged pupils' needs are met. Pupils attend multiple trips each year to develop their cultural understanding. Staff organise a huge range of high-quality enrichment activities and clubs, which the vast majority of pupils regularly take part in. Leaders ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils all access and thrive in these. Attendance at clubs and contributions to the school community are closely tracked for every pupil through the 'Ark diploma'.

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Personal development and wellbeing Exceptional

Pastoral support for pupils is relentless and extremely supportive. Staff know individual pupils very well and provide personalised care for those who require additional support.

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Achievement Strong standard

Pupils achieve very highly across all phases in the school. They typically achieve above national averages across subjects at primary, secondary and post-16 phases. Disadvantaged pupils achieve extremely well, performing significantly above similar pupils when compared nationally. Pupils consistently produce work of a very high quality. They develop a deep understanding of the curriculum. Pupils retain knowledge over time, which helps them to build on prior learning securely as they progress through the curriculum. Pupils in both primary and secondary phases demonstrate very strong foundations in literacy and numeracy. This supports them to effectively access the wider curriculum. Pupils are able to articulate their learning with detail and clarity. They are skilled at applying their knowledge and confidently use subject-specific vocabulary. Pupils are extremely well prepared for their next steps in education, employment or training.

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Attendance and behaviour Strong standard

Leaders have established highly effective systems and procedures to promote and support attendance. As a result, pupils' attendance to school, including for pupils with special educational needs and/or disabilities and disadvantaged pupils, has been extremely high for several years. Leaders swiftly identify emerging trends or pupils who are increasingly absent. Leaders put in place highly impactful and bespoke strategies to address any pupils who require support with their attendance. They work closely with families and external organisations to ensure that pupil absence remains very low.

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Attendance and behaviour Strong standard

Pupils' behaviour is extremely positive across the school. Pupils are polite and kind. They show a commitment to contributing to a positive school environment. During lessons, pupils are attentive and focused. Staff have high expectations for pupils' behaviour and consistently apply behaviour management policies across all phases. Pupils behave very well during social times and move around the school site calmly. Bullying and the use of discriminatory language is not tolerated. Pupils know that staff will address any concerns swiftly and robustly. Pupils demonstrate a great understanding of tolerance and are committed to ensuring that everyone feels welcomed at the school.

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Curriculum and teaching Strong standard

Leaders have a very clear understanding of the strengths and areas of priority in curriculum and teaching. They make pertinent strategic decisions to ensure that rapid improvement takes place in any area of development that they have identified. The school has developed an ambitious and broad curriculum across all phases in the school. The curriculum is designed carefully to build pupils' knowledge progressively over time in all subjects and phases.

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Curriculum and teaching Strong standard

Teachers consistently have secure subject knowledge and they deliver and model information clearly. They are highly skilled in checking for understanding and addressing misconceptions. This ensures that they routinely address any gaps in pupils' knowledge before moving on. In the primary phase, teachers ensure that pupils gain secure foundations in reading, writing and numeracy. Highly effective and targeted support is put in place to ensure that pupils who fall behind catch up quickly. Pupils in the secondary phase who require extra support with literacy and mathematics are identified swiftly. Impactful and bespoke intervention closes any gaps.

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Curriculum and teaching Strong standard

Teachers expertly support pupils with special educational needs and/or disabilities and those that face other barriers through carefully considered adaptations and strategies. Staff support these pupils to successfully access the curriculum and thrive academically.

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Inclusion Strong standard

The school swiftly identifies any pupils who have potential barriers to their learning. Staff have a precise understanding of the barriers that pupils face. Leaders equip staff with the expertise needed to deliver high-quality support and adaptations, ensuring pupils can fully access the curriculum. Successful support during lessons for these pupils is embedded across the school. Leaders have put in place a broad range of targeted support for specific pupils to reduce barriers further. These have a very positive impact on supporting pupils to develop focused areas of their learning or personal development.

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Inclusion Strong standard

The impact of support for pupils is monitored very closely. Leaders make precise adjustments where required to ensure that support remains effective. Leaders work closely with external professionals and families to ensure that pupils' needs are fully understood and supported.

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Inclusion Strong standard

Leaders carefully consider how to use pupil premium funding to have the greatest impact on disadvantaged pupils. Funding is used highly strategically to ensure that these pupils thrive. The impact of this is seen through the huge range of high-quality broader opportunities these pupils access, their contribution to the school community and very positive academic achievement across all phases.

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Leadership and governance Strong standard

Leader have a precise understanding of the school's strengths and areas of priority. Leaders at all levels contribute highly effectively to the improvement strategies that lead to rapid developments in any priority areas. Decisions in the school are taken in the very best interests of the pupils. Leaders are deeply committed to ensuring that pupils leave the school progressing to the very best destinations with the skills and characteristics required to contribute positively to local and wider society.

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Leadership and governance Strong standard

Those responsible for governance have a firm understanding about the strengths and priorities of the school. They provide robust challenge and support and ensure that the school moves in the right strategic direction. The school has built extremely close links with both parents and carers and the local community. Leaders work closely with other schools in the trust and beyond, sharing their positive practice and supporting school improvement.

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Leadership and governance Strong standard

Staff across the school have access to high-quality professional training and learning. This ensures that teachers and support staff continue to develop and refine their skills and expertise. Early career teachers feel extremely well supported by the school in the development of their knowledge and experience. Leaders are considerate of teachers' wellbeing. Staff appreciate strategies which have been put in place that help to reduce workload where possible.

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Post 16 provision Strong standard

Students in the sixth form achieve very well. They typically attain above national averages in both A-Level and vocational qualifications. The curriculums for post-16 subjects are sequenced to ensure that students build on prior learning over time and are able to apply

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Expected standard

their learning. Teachers are subject experts and deliver information clearly. They check for understanding regularly and address misconceptions swiftly. This ensures that students do not develop gaps in their learning and build a deep understanding of the curriculum.

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Expected standard

Students with special educational needs and/or disabilities and those who are disadvantaged achieve very well. Teachers make careful adaptations to their lessons to ensure that all pupils can access the curriculum successfully. Students articulate their learning clearly, produce work that is consistently of a very high standard and use subject- specific vocabulary confidently.

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Expected standard

Students complete an extremely comprehensive personal development programme. They have a very broad range of wider opportunities and non-qualification activities that they all take part in. These support the development of leadership skills and prepare students for life after school. Students mentor younger pupils, organise house events and run their own societies. Students receive extremely comprehensive careers advice and guidance. They have regular careers sessions, trips, workshops and external speakers to ensure that they make informed and aspirational choices for their future further education, employment and training.

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Early years Expected standard

Children in the early years develop the skills, knowledge and understanding to ensure that they are ready for their transition into Year 1. The curriculum is well designed to build children's knowledge over time across all seven areas of learning and to develop language and vocabulary. However, sometimes staff miss opportunities during activities to ensure that children practise, build on and imbed this learning.

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Early years Expected standard

Early reading is prioritised and teachers are skilled in delivering the phonics programme faithfully to the chosen scheme. This ensures that children make a very positive start in their learning to read and write. The books that children read are well matched to their phonics ability.

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Early years Expected standard

Staff make highly effective adaptations to support children who may have barriers to their learning. This support allows all children to successfully access the curriculum. Children follow routines, listen carefully and retain focus during activities. By the end of the Reception Year, most children have reached a good level of development and have the foundational knowledge in reading, writing and numeracy that they need for Year 1.

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

Pupils in this school feel remarkably welcomed, valued and supported. The culture of 'Civitas' is central to all that the school does. This active citizenship programme helps pupils to develop an immense sense of civic pride and social justice, both inside and out of school. This helps to give pupils a great sense of belonging and purpose. Staff and pupils have extremely positive relationships with each other. Staff know their pupils and families very well. Pupils know that staff are there to support them if they have any worries.

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

Pupils of all ages love coming to school. Attendance has been high for several years across all phases and all groups of pupils. Pupils show great passion, enthusiasm and commitment to their learning. Pupils are highly prepared for their next steps at the end of each phase from Reception through to Year 13. Typically, pupils achieve significantly above the national averages in external examinations in both primary, secondary and post-16 phases. Staff know pupils' individual needs and barriers extremely well. They use this knowledge to carefully make adaptions to support pupils to access the well-designed curriculum successfully. This ensures that pupils with a range of barriers make rapid progress from their starting points.

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

Pupils' behaviour both in lessons and around the school site is highly positive. They engage very well in their learning during lessons and manage their behaviour during social times effectively. Incidents of bullying are very rare, but pupils know that staff will address this swiftly if it takes place. As a result, pupils feel safe in school. Leaders are relentless in ensuring that every pupil accesses a broad range of high-quality wider opportunities. These help to develop pupils' talents and interests and exposes them to many new cultural and social experiences.

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Next steps

Leaders should ensure that staff in the early years develop the skills and expertise to consistently maximise opportunities to develop children's language and communication skills through high-quality interactions during all activities.

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About this inspection

This school is part of Ark 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, Lucy Heller, and overseen by a board of trustees, chaired by Tina Alexandrou.

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About this inspection

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

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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 HMI.

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About this inspection

Inspectors spoke with the executive principal, trust leaders and members of the local governing body along with other school leaders and staff during the inspection.

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About this inspection

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.

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Team inspectors:

Rekha Bhakoo, Ofsted Inspector Edison David, Ofsted Inspector David Booth, Ofsted Inspector Alan McDougall, Ofsted Inspector Greg Forster, Ofsted 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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What does this mean?

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

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What does this mean?

The school uses one registered alternative provision.

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What does this mean?

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

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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English and maths GCSE

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

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national average

2024/25 (revised) 50.6% 45.4% Close to average

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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.

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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.

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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.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 69% 63% Close to average

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average

2023/24 (final) 68% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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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.

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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.

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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.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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.

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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.

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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.

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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).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (revised) 38.28 34.99 Close to average

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national average

2022/23 (final) 35.15 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.1 0.0 Close to average

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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.

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Persistent absence

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

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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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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

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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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