New Regent's College

New Regent's College

Address: Nile Street, London, N1 7RD Unique reference number (URN): 134635

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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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Achievement Expected standard

Pupils join the school having had very different experiences of education. This can include long periods of disrupted learning, suspension or exclusion. As a result, many arrive with significant gaps in their reading, writing and mathematics. Staff identify these gaps quickly and help pupils rebuild their confidence so they can take part in learning again.

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Achievement Expected standard

The curriculum and teaching, especially for older pupils, helps them to develop a deeper knowledge and understanding in the different subjects they learn. The work these pupils produce shows progress through the intended curriculum from their different starting points. Older pupils typically produce more accurate, independent and better presented work. Older pupils also achieve well in the qualifications they take, and the school’s published results and the destinations pupils move on to reflect this. For example, last year, almost all pupils moved on to college, apprenticeships or specialist settings. This is notable given their starting points and previous experiences. Reintegration, through the primary and secondary placement programme, is also a key success in supporting many pupils' return to mainstream schools.

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Achievement Expected standard

Some younger pupils do not develop the depth of knowledge and understanding they need to progress through the curriculum. Errors and misconceptions are sometimes not picked up quickly enough. Some pupils arrive with significant gaps, including in foundation skills such as reading, writing and mathematics, that are not consistently identified or addressed. Leaders acknowledge this and are taking steps to strengthen the curriculum and approach to teaching so it consistently supports pupils across phases to build secure knowledge from their starting points.

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Attendance and behaviour Expected standard

Pupils' attendance is often low when pupils first arrive at New Regent's College. This is because many have experienced long periods out of school, anxiety, family difficulties or concerns about their safety. Staff act quickly to help them to feel more confident about coming to school. For example, they make daily phone calls, send messages, carry out home visits and work closely with families and social workers. These strategies, along with more bespoke practical steps such as staggered starts, establishing healthy sleep routines and providing mentoring and family mediation, make a real difference. Several pupils have moved from having very low and/or sporadic attendance to coming to school regularly. In addition, many pupils in the primary and lower ‑ secondary placement programme have been well supported and are ready to return to mainstream education.

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Attendance and behaviour Expected standard

Behaviour in school is calm and respectful. Staff have established clear routines and teach pupils how to manage their emotions and behaviour. Pupils learn to understand the impact of their actions and how to repair relationships. Staff respond quickly to any incidents of bullying, unkindness, conflict or unsafe behaviour. Pupils feel that any concerns they may have are dealt with promptly and do not persist. In lessons and at social times, pupils show positive attitudes and treat staff and each other with respect. Adjustments, such as smaller classes, sensory spaces and personalised mentoring, help pupils with additional needs take part safely and confidently. The strong relationships between staff and pupils create a culture, where pupils feel cared for, supported and ready to learn.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the curriculum and the quality of teaching across the school. They check lessons, review pupils’ work and use this information to decide where improvements are needed. Recent changes have made the curriculum more structured, and more suited to pupils’ needs, especially in the older year groups.

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Curriculum and teaching Expected standard

The curriculum sets out what pupils should learn in each subject. Teachers help pupils understand new concepts by building their knowledge gradually in accessible steps. Older pupils follow a broad curriculum that includes English, mathematics, science, drama, food technology and practical vocational subjects. This helps them prepare for the next stage of their education, employment or training.

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Curriculum and teaching Expected standard

Teachers know their pupils well. They adjust lessons so that those who need extra help in reading, writing or early mathematics can catch up quickly. Pupils who are learning to read take part in daily phonics and reading sessions. Teachers focus on building pupils’ vocabulary and confidence in speaking and listening.

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Curriculum and teaching Expected standard

Staff receive regular training to help them meet pupils’ needs. This includes training on special educational needs, speech and language development and effective lesson design. This helps teachers provide suitable adaptations for pupils, who have experienced difficulties in previous schools, including those who are disadvantaged and those known to children’s social care.

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Curriculum and teaching Expected standard

Aspects of the curriculum for younger pupils is not as consistently designed or delivered. For example, pupils' errors and misconceptions are not consistently identified or addressed. This can lead to pupils' developing gaps in their knowledge that persist over time. Leaders recognise this and further work is underway to make sure that the curriculum and teaching better supports pupils in this phase of the school to build secure knowledge from their starting points.

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Inclusion Expected standard

Many pupils arrive with complex challenges and barriers to their learning. Staff take time to understand what each pupil needs to feel safe and ready to learn. Pupils' needs and starting points are identified swiftly. This includes checks on reading, writing, spelling and confidence, as well as conversations with families and pupils' previous schools. This helps staff to understand pupils well.

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Inclusion Expected standard

The school provides a range of appropriate support for pupils designed to help them address and overcome their barriers to learning. This includes calm spaces, counselling, speech and language intervention and one ‑ to ‑ one support, including offering extra guidance in lessons and giving pupils clear routines. These adjustments help pupils to settle, manage their emotions and take part in learning. The school works closely with social workers, health professionals and specialist teachers to make sure pupils receive the right help. Leaders routinely review pupils’ progress. This means that the curriculum, teaching and support can be adapted when something is not working. Families are involved at every stage of this process.

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Inclusion Expected standard

Additional funding for disadvantaged pupils is used well and contributes to small ‑ group teaching, therapeutic support and other help and resources that improves pupils’ confidence and learning. When pupils attend other settings, leaders check that they are kept safe, and that the learning they complete is suitable to meet their needs. The school uses alternative provision well to support pupils to re-engage positively with education.

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Inclusion Expected standard

The school provides pupils with a range of well ‑ considered support so they can take part fully in school life, make progress from their different starting points and move towards their next steps in education, employment or training with confidence.

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Leadership and governance Expected standard

Leaders understand the school's strengths and the areas that need further development. They have taken clear action to improve the curriculum, strengthen behaviour systems and stabilise staffing. These decisions have helped pupils feel safer, learn more successfully and re ‑ engage with school after, often, difficult past experiences. Leaders place pupils’ needs at the centre of every decision, especially pupils who are disadvantaged, have special educational needs and/or disabilities or are known to social care. Leaders thoroughly check pupils' progress to identify and remove barriers to success.

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Leadership and governance Expected standard

The management committee members provide effective strategic oversight. For example, they check that funding is used wisely and that leaders act in pupils’ best interests, including when pupils attend alternative provision. They understand the high levels of vulnerability experienced by many pupils in the school and check safeguarding, attendance and behaviour closely.

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Leadership and governance Expected standard

Leaders ensure that staff receive regular training. This includes useful topics such as speech and language needs, behaviour, early reading and effective teaching. Staff describe leaders as visible, supportive and approachable. Leaders think carefully about workload and wellbeing. Reflective practice sessions and clear communication systems are valued by staff and have helped to secure greater stability.

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Leadership and governance Expected standard

Leaders work closely with families, social care, the local authority and other specialist services. This helps pupils and their families to get the right support, including assessments, therapeutic help and successful transitions back to mainstream schools, other settings or on to college. Leaders recognise that further work is needed to ensure the curriculum and approaches to teaching are consistent across all year groups.

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Leadership and governance Expected standard

Leaders and those responsible for governance have created a caring, ambitious and improving school, where pupils are understood, included and well supported to move forward.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide programme that helps them understand themselves, their behaviour and the wider world. Staff help pupils think about their beliefs, experiences and feelings so they can make informed choices. Pupils learn what is right and wrong and talk openly about fairness, respect and how their actions can affect others. They learn how to manage conflict and how to rebuild relationships when things go wrong. This helps pupils to engage positively in the school community and all it has to offer.

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Personal development and wellbeing Expected standard

The school promotes respect for different backgrounds, families and beliefs. Pupils take part in discussions about equality, protected characteristics and life in modern Britain. They visit museums, arts venues and community spaces. They take part in activities, such as drama workshops, climbing, kayaking and music events, which help them build confidence and find new interests. These experiences are especially important for pupils, who may have missed these opportunities in their previous schools.

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Personal development and wellbeing Expected standard

The personal development programme is carefully designed. Pupils learn about healthy relationships, personal safety, mental health and how to stay safe online and in the community. Outside specialists provide sessions on crime, exploitation, unhealthy relationships and personal safety. These sessions are well matched to the needs of pupils, who may experience these risks outside school.

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Personal development and wellbeing Expected standard

Pupils' pastoral support is well considered. Pupils have access to counselling, art therapy, mentors and safe spaces. They know when and how to ask for help. Staff make adjustments for pupils with additional needs, so everyone can take part in the programmes available. A well-informed and carefully planned provision is in place to build resilience, improve self- regulation and engage more positively in learning for particular groups. This is having a positive impact on their wellbeing and inclusion.

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Personal development and wellbeing Expected standard

Older pupils receive helpful guidance about college, apprenticeships and work. They take part in workplace visits, skills workshops and careers events. Staff help them apply for courses and prepare for interviews. The vast majority of pupils move on successfully to further education or training programmes when they leave.

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Personal development and wellbeing Expected standard

Overall, the school helps pupils grow in confidence, manage their emotions and prepare for their adult life.

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

Pupils at New Regent's College experience a calm and safe environment. Staff supervise closely, greet pupils warmly and notice quickly when someone needs support. All adults act swiftly should concerns arise. This creates a secure atmosphere in which pupils feel safe and protected from bullying.

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

Pupils enjoy positive and warm relationships with staff and with their peers. Behaviour is typically positive because clear routines help pupils to settle quickly and stay focused. Pupils are taught how to manage their emotions through mentoring, therapy and daily check ins. They learn to understand their feelings and reflect on how their behaviour can limit their success. Pupils practise repairing relationships and resolving problems so they can move on without ongoing conflict.

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

Pupils enjoy their learning and achieve well. Lessons are structured, purposeful and adapted to meet pupils' different needs and starting points. Teachers explain concepts clearly and give pupils opportunities to work independently and be successful. The school is successful in helping pupils to achieve academically, through improved attendance, wellbeing and stronger engagement in lessons. This helps pupils' readiness for their next stage in learning whether that is successful reintegration into mainstream schools, specialist settings, college or employment.

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

Pupils readily access rich experiences that broaden their horizons and understanding of the world. They take part in climbing, kayaking, drama workshops, outdoor activities, museum visits and careers events. These opportunities build confidence, interests and ambition beyond the classroom.

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

Pupils feel that they belong. They access pastoral support, when needed, and understand how to keep themselves safe. They gain the confidence to plan for their futures, with many moving on to college, apprenticeships or specialist settings.

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Next steps

Leaders should further strengthen the quality and implementation of the curriculum and teaching for younger pupils. This includes ensuring that assessment is used more systematically to identify gaps in pupils’ foundational knowledge so that more precise adaptations to teaching can be made. This will help younger pupils secure essential learning more quickly and support their progress through the curriculum.

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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 HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteachers, assistant headteacher, teachers, support staff and pupils, as well as representatives from the local authority and members of the management committee, including the chair of the committee 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 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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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 total number of pupils who can attend the school and how this compares to other schools of this phase in England. The school makes use of 8 registered alternative provisions.

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What does this mean?

The current headteacher took up their post in September 2025. Since the previous inspection, the school is no longer federated with The Urswick School.

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What does this mean?

The school provides for primary and secondary pupils. At the time of the inspection, the school had 140 single registered pupils and 42 dual registered pupils.

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What does this mean?

The proportion of pupils eligible for free school meals.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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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