Goffs - Churchgate Academy

Goffs - Churchgate Academy

Address: College Road, Cheshunt, Waltham Cross, Hertfordshire, EN8 9LY Unique reference number (URN): 145297

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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 often come to school with a range of barriers to learning. Over time, the support that staff give pupils, including adaptations in lessons, enables them to progress well from their starting points. Disadvantaged pupils typically achieve in line with their peers nationally. Usually, pupils can recall and communicate important knowledge. Consequently, pupils are able to progress onto appropriate next steps in their education, employment or training. Pupils' attainment in some subjects is mixed. While this reflects pupils' often low prior attainment, it also partially reflects historic issues with staffing. That said, leaders review the curriculum and put in place interventions to close significant gaps. Their effective work has improved the quality of teaching across the curriculum.

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Achievement Expected standard

Staff swiftly identify pupils who find reading hard or struggle with their numeracy. They put in place carefully planned support that addresses their gaps in knowledge. This includes phonics for those who need it.

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Attendance and behaviour Expected standard

Pupils usually enjoy coming to school. It is a positive place to be. Most pupils, including disadvantaged pupils, attend well, compared to national averages and similar schools. Staff at all levels promote the importance of high attendance. When some pupils, or groups, find it hard to attend school regularly, staff spot this. They work closely with pupils, parents and carers to identify the causes of poor attendance. They work tenaciously and successfully to get them into school. The use of part-time timetables, for instance, is tightly focused and impactful.

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Attendance and behaviour Expected standard

In the last year, leaders have revised and embedded the school's behaviour policy. This is clear and well understood. Clear routines and warm relationships help pupils start the day and lessons positively. As a result, disruption to pupils' learning is now rare. The number of suspensions has fallen significantly because pupils and staff know what is acceptable and what is not. Pupils are becoming more independent and self-reliant. Pastoral staff work positively with pupils to improve their self-control and attitudes to learning. Pupils learn about the consequences of their actions. If any incidents of unkind, sexist or prejudiced behaviour take place, pupils are confident to report them. Staff take effective action so that incidents do not reoccur.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the effectiveness of the curriculum and teaching. They know that in recent years, disruption to staffing has led to inconsistent learning experiences for pupils. However, leaders' actions have improved matters. Now, mostly, the curriculum is taught well.

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Curriculum and teaching Expected standard

The school's curriculum is broad. Pupils have a range of vocational options in key stage 4 that reflect the local labour market. The curriculum identifies important subject content so that pupils gain it before moving onto new learning. There are frequent opportunities to revisit previous learning. This helps pupils remember and apply what they have learned. Because lessons now follow a consistent structure, pupils settle quickly to their work. Staff use the information they hold to ensure that pupils with barriers to learning can access the curriculum. Across the curriculum, activities support pupils to improve their reading.

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Curriculum and teaching Expected standard

When teaching is most effective, staff check how well pupils have grasped important knowledge. Checks identify gaps and misconceptions in pupils' learning. Staff then adjust the curriculum carefully, providing more support where needed, or moving pupils more swiftly on to deepen their knowledge. Where teaching remains less effective, teachers' checks do not identify gaps or errors effectively. Staff sometimes miss opportunities to adjust subsequent activities so that pupils learn the intended curriculum.

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Inclusion Expected standard

Leaders and staff are ambitious for every pupil to be the best they can be, whatever their starting points.

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Inclusion Expected standard

When pupils join the school, leaders swiftly and accurately identify their needs and any barriers to learning. Leaders share this information with staff. Consequently, staff know their pupils well. They use this knowledge to make effective, and often precise, adaptations in lessons. This enables pupils to access the curriculum. Where necessary, leaders set up additional support and interventions. This means that pupils get the help they need, for example with reading or to improve their wellbeing. Leaders make well-judged use of pupil premium funding. Disadvantaged pupils can fully access the opportunities on offer. Leaders work closely with local services, such as the virtual head, to ensure pupils progress well. Pupils' support plans have clear targets. Staff measure and review pupils' progress against these. Leaders make careful adjustments to the school's provision as a result of these checks. This ensures that pupils do well academically and participate in school life.

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Inclusion Expected standard

Leaders make apposite use of alternative provision for a small number of pupils. This helps reduce their barriers to learning. Where relevant, pupils are equipped to move confidently back into school and onto their next steps.

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Leadership and governance Expected standard

Leaders have taken highly effective steps to raise expectations of what pupils can do, and to create a positive sense of community. Older pupils in particular appreciate the impact of recent changes, particularly on behaviour and their readiness for upcoming examinations. Leaders have established systems that gauge how well the curriculum is being taught and learned. Leaders' work has improved, and continues to develop, the quality of teaching. Leaders know where aspects need to improve further, and how to move forward.

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Leadership and governance Expected standard

Staff are determined for pupils, including those with barriers to learning, to succeed. Because they know pupils very well, they can support them to overcome challenges. If pupils are potentially unsafe, and/or have issues with their mental health or wellbeing, staff take prompt, appropriate action. This gives them, and their families, the help they need.

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Leadership and governance Expected standard

Trustees and members of the local advisory board provide support and robust challenge. They check on the effectiveness of the school's provision, such as its safeguarding procedures, and the use of pupil premium funding. Leaders engage positively with parents. This has, after a period of turbulence, restored much confidence in the school.

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Leadership and governance Expected standard

Staff are positive about working here. They appreciate actions to support them with their wellbeing, such as 'friends and family' weeks that are kept free of meetings. They appreciate how improvements to the behaviour policy enable them to teach with much less disruption. Leaders provide staff with professional development opportunities. This ensures staff feel valued, and equips them to carry out their roles more effectively.

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Personal development and wellbeing Expected standard

Leaders have built a personal, social, health and economic education curriculum that meets the needs of pupils. They learn how to keep safe and healthy. They know the importance of their 'digital footprint'. As necessary, this programme is adjusted to reflect social issues such as racism or misogyny. Pupils get a chance to reflect on these issues. They learn about democracy and the importance of equality. A popular annual 'culture day' enables pupils to celebrate the diverse backgrounds of themselves and their peers. This helps everyone feel part of the school community. Pupils learn about a range of faiths. They enjoy opportunities to discuss ethical issues.

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Personal development and wellbeing Expected standard

On the whole, pupils make good use of opportunities to develop their interests and talents. This includes disadvantaged pupils, and those with other barriers to learning. Pupils develop their confidence through leadership opportunities. Pupils go on trips such as to the science museum and Parliament. There is an annual musical production. Many clubs are on offer, from lacrosse to creative arts. Leaders have clear plans to widen the scope of the school's enrichment offer to broaden pupils' interests and build their independence.

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Personal development and wellbeing Expected standard

The school's careers programme is comprehensive. Pupils encounter a range of employers, and have first-hand experiences of the world of work. Pupils make informed choices about their next steps.

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Personal development and wellbeing Expected standard

Pupils value the pastoral support that they receive. They know that if they have any concerns or issues, staff will listen to them and provide them with the help they need.

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

At this caring, inclusive school, pupils are valued and supported. Staff know pupils well. They are ambitious for pupils, including those with barriers to learning, to succeed. Pupils have a strong sense that they belong. Were an issue to arise, pupils know who to report concerns to. They feel confident in staff’s ability to resolve any issues. Consequently, pupils feel safe.

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

Leaders have established clear and high expectations of behaviour. Pupils appreciate the procedures that have been introduced this year. These help pupils get their day and lessons off to a positive start. Behaviour around the school site is calm. Lessons are generally free of disruption so that everyone can learn. Pupils learn that attendance to school is important. Most pupils attend well. Staff work closely with families to help overcome any barriers to regular attendance.

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

Typically, pupils enjoy learning the school's broad, engaging curriculum. Generally, this is taught well. Pupils who need additional support are identified and given the help that they need by their teachers. This means that everyone can complete the tasks set. Activities help pupils remember what has been taught previously. They can speak about their learning with increasing levels of confidence across a range of subjects. Pupils, including those with barriers to learning, progress well from their starting points. They are well prepared for their next steps in education or employment.

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

The school offers a wide range of leadership opportunities, as well as clubs and trips. These broaden pupils' interests. Pupils often participate in these. The personal development programme prepares pupils well for later life. They learn about the world of work. Pupils have a secure understanding of topics such as how to be a good citizen, healthy relationships and online safety. This means they are well prepared for life in modern Britain.

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Next steps

Leaders should ensure that checks on pupils’ learning are used systematically to identify gaps in pupils’ understanding and to inform subsequent teaching. Leaders should build on their work to ensure that pupils achieve highly across the curriculum. Leaders should continue to widen the enrichment programme to develop pupils’ independence and resilience and broaden their interests. Leaders should build on their work to raise attendance with a specific focus on improving the attendance of key groups.

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About this inspection

Goffs-Churchgate Academy is a member of the Generations Multi-Academy Trust. The trust is overseen by a board of trustees, chaired by Andrew Clarke. The chief executive officer of the trust is Roger Harris.

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About this inspection

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

The inspection team spoke with school and trust leaders. They also held discussions with representatives of the trust board and the local advisory board. Inspectors also spoke to leaders at other provisions who work with the school's looked-after pupils and those attending alternative provision.

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About this inspection

The inspectors confirmed the following information about the school: The school meets the requirements of the provider access legislation, which requires

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Team inspectors:

Susan Sutton, Ofsted Inspector Robert James, Ofsted Inspector Sarah Fowler, 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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600

Well below average schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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600

The school currently makes use of 5 alternative provisions, 2 of which are unregistered.

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600

The principal of the school took up his post in June 2025.

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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.

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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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English and maths GCSE

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

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national average

2023/24 (final) 40.9% 45.9% Close to average

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national average

2022/23 (final) 45.7% 45.3% 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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national average

2024/25 (final) 42.6 46.1 Close to average

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national average

2023/24 (final) 45.6 45.9 Close to average

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national average

2022/23 (final) 46.1 46.3 Close to average

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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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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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national average

2024/25 (final) 23.7% 25.8% Close to average

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national average

2023/24 (final) 33.3% 25.8% Close to average

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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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national average

2024/25 (final) 36.7 34.9 Close to average

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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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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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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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national average

2024/25 (3 term) 9.2% 8.4% Close to average

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national average

2023/24 (3 term) 8.4% 8.9% Close to average

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national average

2022/23 (3 term) 8.2% 9.0% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 24.0% 23.4% Close to average

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national average

2023/24 (3 term) 22.1% 25.6% Close to average

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national average

2022/23 (3 term) 24.1% 26.5% Close to average

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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. 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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