South Bank University Academy

South Bank University Academy

Address: Trafalgar Street, London, SE17 2TP Unique reference number (URN): 140221

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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 typically achieve well across most subjects. They recall previous knowledge and apply this to new learning across subjects. Pupils at the early stages of reading and writing are given additional support to develop the foundational skills they need to access the curriculum.

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Achievement Expected standard

Overall, outcomes in national tests are broadly in line with national averages, although there is some variation between subjects. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) typically achieve well when compared with their peers nationally. Many pupils with SEND and those with lower starting points make clear progress from their starting points.

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Achievement Expected standard

Disadvantaged students in the sixth form achieve well in vocational courses. Outcomes for A levels have been below national averages over time, although there are signs of improvements. Pupils are prepared well for their next steps.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths in teaching and the areas where improvement is needed. All pupils study a broad and balanced curriculum that reflects leaders' high expectations. Leaders have designed the curriculum so that pupils build knowledge logically over time and are prepared for their next stage of education or training. Across subjects, teachers place a clear emphasis on developing pupils' understanding of subject-specific vocabulary.

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Curriculum and teaching Expected standard

Classroom routines at the beginning of lessons help pupils to recall important knowledge. Staff know the individual needs of disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Staff receive regular training and guidance so that teaching can be adapted appropriately. Sometimes, the agreed strategies for some pupils with SEND are not implemented in some lessons. Pupils with gaps in their literacy and numeracy knowledge receive additional support in lessons and targeted interventions to help them to catch up. However, leaders recognise that these approaches are not implemented consistently across subjects. Occasionally, teachers do not check pupils' understanding carefully enough or address misconceptions effectively before moving learning on. As a result, some pupils do not build knowledge as securely as they could.

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Inclusion Expected standard

Leaders and staff understand the barriers to learning that pupils face. They know pupils' individual needs well. Pupils who are disadvantaged, those with special educational needs and/or disabilities (SEND) or known to children's social care, receive appropriate support. For example, some pupils access counselling and some have mentors. Leaders work closely with external agencies, including mental health professionals and social care, to coordinate support for pupils. Leaders ensure that pupils receive additional support to manage their transition to other schools. Leaders use additional funding, such as the pupil premium grant, to provide additional literacy teaching and tailored support for disadvantaged pupils. This helps pupils to keep on track with their studies. Leaders regularly monitor pupils' attendance, wellbeing and progress. They ensure pupils get the support they need at the right time.

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Inclusion Expected standard

Leaders use alternative provision appropriately and when it is in pupils' best interests. They regularly monitor its effectiveness to ensure pupils attend and remain engaged in education.

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Inclusion Expected standard

Staff receive regular training on the most effective ways to support pupils with SEND in the classroom. However, these strategies are not always implemented consistently.

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Inclusion Expected standard

Staff work with the local authority to ensure that plans for looked-after children are implemented effectively.

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Leadership and governance Expected standard

Leaders and governors have a clear understanding of the school's strengths and areas for development. They know pupils and families well and have prioritised actions appropriately to improve pupils' attendance and achievement. Leaders communicate with parents and carers appropriately. They are managing the school's transition to becoming a sixth-form centre well.

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Leadership and governance Expected standard

Governors carry out their statutory duties effectively and challenge leaders appropriately. For example, they maintain effective oversight of the impact of the pupil premium strategy. Leaders recognise that some aspects of their monitoring are not yet as precise as they need to be.

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Leadership and governance Expected standard

Staff appreciate that leaders value their work and are thoughtful about their workload and wellbeing. Leaders have strengthened staff training and development, including for early career teachers. Staff benefit from the support and guidance they receive.

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Leadership and governance Expected standard

Leaders' current focus is on improving attendance and reducing the variation in teaching quality. Systems for monitoring attendance have been strengthened. Persistent absence remains too high. It is too soon to determine the impact of leaders' actions.

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Leadership and governance Expected standard

Leaders ensure that pupils at risk of disengaging from education are supported effectively. For example, they use alternative provision when it is in pupils' best interests and provide personalised pastoral support for pupils.

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Leadership and governance Expected standard

Leaders are aspirational for pupils. This is reflected in the motto 'creating better futures'. Pupils participate in the 'Futures Pathways' programme that is designed to raise aspirations across the school community, particularly for disadvantaged pupils. Links with colleges and universities support this work. Pupils value that these experiences that broaden their ideas about possible careers.

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Personal development and wellbeing Expected standard

Leaders have designed a personal development programme that suitably prepares pupils for life in modern Britain. All pupils learn about healthy relationships, online safety and strategies to support their own mental health and wellbeing. Pupils know how to keep themselves and others safe when they are online.

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Personal development and wellbeing Expected standard

Pupils learn about different religions and beliefs successfully. For example, pupils speak confidently about their visits to churches, mosques and temples. These experiences help pupils to appreciate cultural diversity and the wider community. They understand the importance of respect towards people from all backgrounds.

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Personal development and wellbeing Expected standard

Leaders provide pupils with a range of wider opportunities to develop their wider social skills and confidence. For example, pupils take part in a range of sports and clubs such as debating and robotics. Some pupils learn practical gardening skills as part of a biodiversity project. Disadvantaged pupils access these opportunities alongside their peers. Some older pupils would welcome further opportunities to contribute to and participate in clubs and wider activities. While leaders track pupils' participation across their wider offer, they do not consistently analyse this information sharply enough to determine where adaptations are needed to further improve pupils' engagement.

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Personal development and wellbeing Expected standard

The school's links with a wide group of colleges and universities provide important opportunities for all pupils to learn about career options and receive advice about future pathways. Disadvantaged pupils and pupils with special educational needs and/or disabilities receive tailored support. As a result, pupils receive information that helps them to make informed decisions about their next steps. Pupils meet with a range of employers throughout the year. These experiences broaden pupils' awareness of careers they may not have previously considered, including opportunities within the media and in journalism.

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Post 16 provision Expected standard

Leaders have designed ambitious study programmes for sixth-form students that prepare them for progression to university, apprenticeships and employment.

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Post 16 provision Expected standard

Students generally achieve well, often from lower starting points. Disadvantaged students and students with special educational needs and/or disabilities achieve well, especially in vocational subjects. However, outcomes in some A-level subjects have historically been less consistent. Leaders have an accurate understanding of the variation in students' achievement and have introduced more targeted support and closer monitoring of students' performance. These actions are beginning to improve students' achievement at A level.

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Post 16 provision Expected standard

The 'Future Pathways' programme makes a positive contribution towards preparing students for their next steps. Students take part in a wide range of opportunities, including charity fundraising for Macmillan and Cancer Research UK and helping to organise the school's 'Culture Day'. As a result, many students develop confidence and a growing sense of social and moral responsibility towards others.

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Post 16 provision Expected standard

Links with nearby universities help to raise students' aspirations. Students value visits to universities and employers. They value the guidance they receive from staff and external visitors about future career options.

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Attendance and behaviour Needs attention

Leaders' actions to improve attendance have not been as effective as they need to be. While leaders have taken additional steps to help improve the attendance of those who are persistently absent, in all year groups, there are some groups of pupils who do not attend school regularly enough. As a result, these pupils are not achieving as well as they could. They miss opportunities to take part in school activities that promote confidence building and resilience. Leaders ensure parents and carers and pupils know the importance of regular attendance.

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Attendance and behaviour Needs attention

Leaders have established high expectations for pupils' behaviour. Pupils meet these expectations. Classrooms are calm, purposeful and conducive to learning. Most pupils are attentive and fully engaged in learning activities. Low-level disruption is uncommon. Pupils are safe in school. During social times, pupils talk to each other respectfully and organise games and activities together. Pupils understand that bullying and discrimination are wrong. They have confidence in the staff to deal with any incidents quickly and effectively.

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

South Bank University Academy is in a period of transition from a school for pupils aged 11 to 19 to a sixth-form centre. Pupils in Year 8 and Year 9 will be attending other local schools at the start of the next academic year.

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

Pupils follow an ambitious curriculum that is carefully designed. Teaching is generally effective and pupils typically achieve well, including in national tests.

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

Pupils describe the school as welcoming. They are proud to be a part of an inclusive community. Pupils with barriers to learning, including those who are disadvantaged, those with special educational needs and/or disabilities or known to children's social care, are known as individuals by staff. Staff ensure that pupils receive tailored support that reduces the barriers to their learning and fosters a sense of belonging.

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

Some pupils take time to settle into lesson routines, although typically pupils across all year groups behave well and enjoy school. They appreciate the support they are given by teachers and other staff. Some pupils do not attend school regularly. This means they miss important learning and do not build knowledge securely over time.

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

Pupils are well prepared for their next steps. They benefit from a range of visits from employers and personalised guidance on careers, university applications and training opportunities. Younger pupils value the wider opportunities to take part in sports, such as basketball and rugby, or to pursue varied interests such as gardening. Pupils are safe in school. They say that bullying and discriminatory language are uncommon. They are confident that should incidents occur, staff will resolve them quickly and effectively.

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Next steps

Leaders should evaluate the impact of their attendance strategies more precisely and take swift action to improve attendance, particularly for pupils who are persistently absent. Leaders should ensure that teachers consistently check pupils' understanding and adapt learning effectively so that all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), build consistently secure knowledge across the curriculum. Leaders should ensure that the agreed strategies to support pupils with SEND are implemented consistently so pupils with SEND access the curriculum and achieve well.

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About this inspection

This school is part of South Bank Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the executive principal, Fiona Morey, and overseen by a board of trustees, chaired by Safia Barikzai.

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About this inspection

As part of the school's transition from an 11 to 19 school to a sixth-form centre, pupils in Years 8 and 9 will be transferring to other local schools, and Year 7 admissions have ceased. As a result of this, the recorded number of pupils on roll does not fully reflect the number of pupils attending the school, as some pupils have already transferred to other local schools as part of the transition process.

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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 principal, the chair of the local governing body, trustees, senior leaders and other leaders during the inspection.

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About this inspection

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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About this inspection

The school currently makes use of 3 alternative provisions.

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Team inspectors:

Luisa Vittoria Bonelli, Ofsted Inspector Charlotte Elizabeth Robinson, 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 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

2024/25 (final) 38.4% 45.4% Close to average

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national average

2023/24 (final) 37.5% 45.9% 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) 41.5 46.1 Close to average

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national average

2023/24 (final) 44.4 45.9 Close to average

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national average

2022/23 (final) 42.1 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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national average

2023/24 (final) -0.16 -0.03 Close to average

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national average

2022/23 (final) -0.26 -0.03 Close to average

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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) 29.1% 25.8% Close to average

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national average

2023/24 (final) 34.9% 25.8% Close to average

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national average

2022/23 (final) 27.6% 25.2% 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) 37.1 34.9 Close to average

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national average

2022/23 (final) 37.2 35.0 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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national average

2023/24 (final) -0.34 -0.57 Close to average

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national average

2022/23 (final) -0.52 -0.57 Close to average

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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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A-level average point score

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

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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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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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