Apex Secondary School for Girls

Apex Secondary School for Girls

Address: 287 Cranbrook Road, Ilford, IG1 4UA Unique reference number (URN): 151474

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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 generally achieve well across the curriculum. They make secure gains in their English and mathematics knowledge. Pupils are particularly accomplished in oracy. They listen well and are confident, articulate and fluent speakers. For example, pupils can support and challenge different points of view in discussions. They read fluently. Leaders have plans in place to strengthen their arrangements to support weaker readers. Pupils write well across subjects, including successful extended writing. In mathematics, pupils can explain their reasoning and transfer their skills to new problems with ease. Pupils successfully apply their mathematical knowledge in subjects such as science and business studies.

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Achievement Expected standard

The school's careful focus on supporting pupils when they join the school means that gaps in pupils' knowledge are identified and addressed quickly. Teachers set appropriate expectations for pupils so that they make progress and do not fall back. Pupils with barriers to learning make secure progress from their starting points.

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Attendance and behaviour Expected standard

Pupils' attendance is similar to that seen nationally. The recent rapid increase in the number of pupils joining the school has contributed to a small decrease in overall rates of attendance. Leaders work effectively with pupils and their parents and carers to overcome this. As a result, pupils improve their attendance and punctuality.

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Attendance and behaviour Expected standard

The school’s behaviour policy is underpinned by appropriate values which encourage positive behaviour. Teachers act as positive role models for pupils. They regularly greet pupils at the start of lessons and are helpfully explicit about their expectations. Positive relationships are highly regarded. Pupils get on well with each other, and there are firm friendships across age groups.

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Attendance and behaviour Expected standard

The school is calm and orderly. Pupils have positive attitudes to learning. Their learning is not disrupted. Behaviour incidents across the school are uncommon. Any incidents that do occur are addressed effectively in line with school policy. Bullying is not tolerated and pupils are clear that staff would take appropriate action. Pupils understand the importance of respect and tolerance.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum which is ambitious in content and breadth. It covers all the required areas of learning in the independent school standards. The range of subjects and qualifications ensures that pupils are well prepared for the next stage of their education. They particularly enjoy opportunities to study Islamic calligraphy in art and to gain qualifications in Arabic.

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Curriculum and teaching Expected standard

Subject curriculums are appropriately sequenced and resourced. Leaders ensure that subjects are generally well taught. Staff have expertise in their subjects. They plan activities in lessons which have a clear purpose. Teachers provide appropriate support for pupils with barriers to learning. They develop pupils' knowledge of key vocabulary. This, together with effective teaching of essential concepts, enables pupils to get the most out of lesson activities and learn well. Teachers use questioning skilfully to check pupils' understanding and probe the depth of pupils' knowledge. Teachers create a positive environment for learning.

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Curriculum and teaching Expected standard

There is some variation in how well embedded some aspects of teaching are, such as modelling activities. Leaders are addressing this through external evaluation of teaching and ongoing support for professional development.

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Inclusion Expected standard

The school has grown rapidly in recent years. Leaders focus carefully on ensuring that pupils settle into school as smoothly as possible. Staff identify pupils' concerns and barriers from the start of their time here. New pupils are paired with a buddy on joining the school, for example helping them to make friends and feel welcomed. Staff also ensure that new pupils have a role in school activities. Communal activities, such as prayer, contribute to pupils' sense of belonging.

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Inclusion Expected standard

Leaders know pupils well and have high expectations of what they can achieve. Leaders are quick to identify pupils’ needs through systems of assessment and observation. Their work to support pupils with barriers to learning is effective. Leaders diligently liaise with local authorities and external agencies so that pupils with barriers to learning can access the correct support when they need it. This ensures continuity of provision.

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Inclusion Expected standard

Staff are trained and skilled at ensuring that all pupils are included. They adapt their teaching effectively to ensure that pupils participate well in activities and make secure progress.

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Leadership and governance Expected standard

The proprietor has a clear vision to provide effective secondary education for the community. The school purposefully balances its academic aspirations for pupils alongside pupils’ spiritual development through the Islamic faith.

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Leadership and governance Expected standard

The proprietor has planned the development of the school well. They are realistic about the challenges as the school grows and they consider their next steps carefully. The proprietor has built capacity, including at trustee level, and ensures that resources are used increasingly well. For example, the school has recently introduced a management information system to support oversight as the school grows. Leaders recognise that this is not working as effectively as it could.

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Leadership and governance Expected standard

The proprietor fulfils their statutory responsibilities. They hold school leaders to account effectively. The proprietor ensures that all the independent school standards are met consistently over time.

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Leadership and governance Expected standard

Leaders ensure that there is an effective programme of professional development for staff. Staff have opportunities in the wider professional community, such as visits to other schools and attending local teacher forums. These help them to gain useful knowledge and develop their skills. Staff feel supported and valued by leaders. They feel that their workload is well managed.

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Leadership and governance Expected standard

Leaders develop positive relationships with parents and carers. Leaders work hard to involve parents in the life of the school. For example, parents attend workshops and participate in community events led by the school, such as the Iftar during Ramadan and the recent sports festival.

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Personal development and wellbeing Expected standard

The school’s personal development programme is well planned. It is delivered effectively through the academic curriculum and a range of events and opportunities.

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Personal development and wellbeing Expected standard

The development of pupils' character is a priority for the school. Pupils learn about faith and character through prayer and their Islamic studies. In religious education, pupils learn about other faiths in detail. The school greatly values the different cultural backgrounds of pupils. Pupils learn about respect for others.

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Personal development and wellbeing Expected standard

The school is a thriving social community. Pupils get on well and contribute to the many events and activities that take place across all year groups. These cement friendships and a sense of responsibility and care for others. The school works with parents and carers to help pupils overcome barriers which may hamper their participation in school activities and community events.

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Personal development and wellbeing Expected standard

The school has a comprehensive timetabled personal, social, health and economic education programme, which meets requirements. This includes appropriate relationships and sex education. Pupils learn how to be a good citizen and the responsibilities that brings. They have a secure knowledge of life in modern Britain and what underpins British democracy and equality.

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Personal development and wellbeing Expected standard

The school’s careers policy and programme ensure that pupils learn about and are prepared for the choices they will face. For example, pupils learn about developing personal skills, aspirations and setting goals for the future. The taught programme is further complemented through visiting speakers and trips. Older pupils benefit from suitably planned work experience.

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

Apex Secondary School for Girls has high expectations for pupils. Pupils benefit from a well- designed curriculum that prepares them for the next stage of their education, and the contribution they can make to their wider communities and society. Pupils study a broad and ambitious curriculum, including a wide range of sports and games as well as academic subjects. Teachers design interesting activities in lessons and support pupils to make progress. Pupils achieve well, including pupils who may have barriers to learning.

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

Pupils are happy and safe here. They learn how to stay safe, including staying safe online. Pupils know how to report any concerns they may face. They have confidence in staff to take action where necessary. Pupils have a deep reverence and respect for everyone’s uniqueness and difference. This contributes to making the school a calm and pleasant place to be.

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

Pupils feel included in all aspects of school life. Staff and other pupils welcome new arrivals of all ages as they join the school. Supportive induction processes help pupils quickly settle into the school. Staff reaffirm a sense of community daily, with greetings in lessons and encouraging participation in activities and social events across year groups.

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

Pupils enjoy their education and take it seriously. They have pride in their work and in their school and are confident, articulate young women.

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Next steps

The proprietor should ensure that the systems for recording and analysing pupil and staff information are consistently well used to provide leaders with the insights they need to enhance the support that pupils and staff receive. Leaders should ensure that staff are equipped with the knowledge and skills they need to ensure that pupils' learning is consistently supported by high-quality modelling.

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

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About this inspection

The proprietor body is Apex Trust and the chair of the proprietor body is Imtiaz Ahmed.

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About this inspection

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

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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 is located at 287 Cranbrook Road, Ilford IG1 4UA.

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Independent school standards

Independent school standards are either met or not met for each category. The school was registered by the Department for Education on 6 February 2025. This is its first standard inspection.

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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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Team inspector:

Katerina Christodoulou, Ofsted Inspector

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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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2

7. Manner in which complaints are handled Standards met

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2

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.

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Insufficient evidence

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

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

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