Ark Globe Academy

Ark Globe Academy

Address: Harper Road, London, SE1 6AG Unique reference number (URN): 135584

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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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Inclusion Exceptional

Leaders have worked to ensure that this school is wholly inclusive. Whatever a pupil's needs, background or prior experiences are, leaders are quick to identify these and then put in place actions to ensure that they are not barriers to pupils' future success.

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Inclusion Exceptional

Pupils with special educational needs and/or disabilities (SEND) have their needs identified accurately and swiftly on joining the school. Leaders then put in place well considered support for them. The impact of this is monitored and actions are adapted accordingly. As a result, pupils with SEND achieve significantly better here than they might at another school. Disadvantaged pupils also have barriers to success broken down. This might be through funding of clubs and trips or by showing that pupils can have any career that they aspire to. Leaders put in scaffolds and support that make those dreams a reality. This is through leaders' careful strategic planning and use of pupil premium funding. If leaders need to use alternative provision, it is done so in the best interests of the pupils, so that they develop successfully, both academically and socially.

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Inclusion Exceptional

Leaders support all pupils to have access to every possible opportunity. The work that leaders do transforms pupils' lives. Leaders ensure that pupils successfully learn and master a curriculum that opens doors to a world that pupils were previously unaware of. Pupils know that there are a wide range of future possibilities available to them.

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Leadership and governance Exceptional

Leaders, including those in the trust, have an incredibly in-depth knowledge and understanding of school's the strengths and areas for further development. They are quick to identify and address those areas. Leaders ensure that all statutory duties are upheld.

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Leadership and governance Exceptional

Leaders rightly understand that there is much excellence in all that they do. They share this within the trust, the local authority and nationally. This supports the improvement of the quality of education experienced by pupils at other schools as well as this school. Part of this work has included setting up a charity which supports pupils from disadvantaged backgrounds to attend the most competitive universities.

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Leadership and governance Exceptional

Staff report high levels of support for their wellbeing and workload. They understand that they are only asked to complete the tasks that are necessary to support the development of pupils. Leaders think extremely carefully about how they develop their staff. They put in specific programmes of training that allow teachers to quickly become experts in their roles. This in turn means that pupils are able to learn very well.

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Leadership and governance Exceptional

Leaders see the school as the heart of the community. They work tirelessly to bring the community into the school, as they know that this helps to support the safeguarding and learning of pupils. Regular school celebration events, such as the annual community summer fair, are well attended by families, as are plays and performances.

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Personal development and wellbeing Exceptional

Personal development and pupil wellbeing are at the heart of all that occurs at this school. The support that leaders give pupils in this area transforms pupils' lives. Pupils are taught, and understand, that their current circumstances do not dictate their future. Leaders place an emphasis on developing pupils’ social skills, including greeting others and making eye contact. As a result, pupils grow in confidence and are well prepared for interviews and a wide range of social situations they may encounter in the future. Leaders take deliberate steps to remove barriers to pupils’ future success. They do this through strategic planning of the experiences and opportunities available to pupils. They make sure that all pupils, whether they are disadvantaged or not, can take part in experiences such as theatre visits by fully funding all such events.

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Personal development and wellbeing Exceptional

Leaders ensure that pupils celebrate each others' differences and embrace what they can learn from each other through events such as 'culture day'. Through the personal, social and health education programme, pupils learn all of the mandatory relationships and sex education knowledge. Pupils learn how to keep themselves safe, both online and in the world outside of the school gates. Pupils have a very clear understanding of fundamental British values, such as mutual respect and tolerance. They have a deep understanding of why people with certain characteristics are protected from discrimination by law.

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Personal development and wellbeing Exceptional

Leaders implement an all-encompassing careers education programme. This shows pupils what is possible and what they need to do to realise their ambitions. Pupils then access highly individualised support to help them to reach these goals. This includes becoming sports captains, running whole-school fundraisers and receiving debating support, including from former Cabinet ministers. Pupils know when they leave this school that they will be ready to succeed in the future. They look forward to coming back and providing support for others from their community to make the same leap as them.

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Post 16 provision Exceptional

Students describe their experiences in the sixth form as transformational. They understand that the well-planned curriculum, strength of teaching and carefully integrated programme of personal, social, health education and other activities provide incredibly thorough preparation and support for the next stages of their education and life. Students are taught by expert teachers who adapt the curriculum to meet students' needs. Alongside this, students gain the skills and knowledge needed to be successful independent learners.

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Post 16 provision Exceptional

Students' achievement is highly positive, including those who are disadvantaged and those with special educational needs and/or disabilities. At the end of key stage 5, students make significantly more progress in their learning than at many other schools. Through careful careers guidance, leaders ensure that the right students learn the right courses. This ensures that students successfully progress to their chosen future study, training or employment.

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Post 16 provision Exceptional

Through mentoring with professionals, former students and interactions with universities, students are helped to fulfil their ambitions. The carefully planned support that students receive means that they can apply for and secure places at the country's most competitive

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Strong standard

universities. Students are prepared thoroughly for what they will experience when they attend them.

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Achievement Strong standard

Leaders ensure that pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, achieve very well. They ensure that all pupils have a firm understanding of foundational knowledge in reading, writing and mathematics. This is well demonstrated by pupils' outcomes in national tests and assessments.

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Achievement Strong standard

Pupils do considerably better in national tests and assessments than their peers nationwide who have similar starting points. Through the dedicated approach of leaders, staff quickly close any gaps in pupils' understanding. This is particularly true for those pupils who are disadvantaged.

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Achievement Strong standard

Leaders have ensured that all pupils experience a programme of learning that ensures that they are extremely well prepared for the next stages of their education and life. This positive impact is reflected in the very small percentage of pupils each year who are not in education, employment or training.

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Attendance and behaviour Strong standard

Leaders have a clear vision and approach to supporting pupils to attend school each and everyday. They ensure that pupils and their families understand why it is important to attend school and the impact that this has on their learning. Those families who are harder to reach receive individualised care and support. This approach is showing a positive impact, including for those pupils with special educational needs and/or disabilities and those who are disadvantaged. Attendance for all groups is rising and persistent absence is falling.

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Attendance and behaviour Strong standard

Leaders have designed and implemented programmes and procedures that ensure that behaviour expectations are understood and lived by all. Pupils show incredibly positive behaviour around the school. They are polite and courteous to each other, adults and visitors. They are dedicated to their learning and this is seen during lessons and throughout the school day such as in sixth-form study periods. Bullying and any discriminatory behaviour are not tolerated and pupils work with staff to make sure that this is the case.

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Curriculum and teaching Strong standard

Leaders have designed and implemented a curriculum that supports pupils to learn a broad range of subjects to a deep level. Leaders have planned a thorough curriculum that prepares pupils to be successful in the next stage of their education. The curriculum ensures that pupils learn subjects that keep their future options for study open. Teachers know their subjects well. Pupils appreciate the clarity that teachers use to impart their knowledge. In lessons, teachers use effective strategies to identify gaps in pupils' knowledge. They then fill these gaps effectively. These actions have a very positive impact on pupils' learning, including for disadvantaged pupils and pupils with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Leaders ensure that all pupils develop secure foundations in English and mathematics as soon as they join the school and throughout their time at here. They know that this learning underpins the learning of the whole curriculum. Leaders prioritise supporting pupils to learn to read. Their work here has a very positive impact on pupils. The teaching of reading is highly effective in supporting pupils to develop the phonics knowledge they need to read and spell accurately. This supports pupils' learning across the curriculum.

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Early years Strong standard

Children in the early years learn very well. Leaders have identified the key knowledge and skills that children must learn in the Reception Year to ensure a smooth transition into Year 1.

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Early years Strong standard

Teachers skilfully deliver the curriculum, with a deliberate focus on supporting children to develop language. This ensures that all children, including those who are disadvantaged and those with special educational needs and/or disabilities, learn the curriculum well. This is exemplified by the high numbers of children who reach the good level of development by the end of the Reception Year.

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Early years Strong standard

Children learn to read well through an effectively delivered phonics programme. They appreciate the opportunities that they are given to read in school with adults, older pupils and their parents and carers. These encounters help to instil a love of reading.

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Early years Strong standard

Children are happy to come to school each day and enjoy the learning experiences that they take part in.

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

Pupils are delighted to be able to attend this school each and everyday. The opportunities and support that they receive because they are a member of this community makes anything and everything possible for them. Pupils enjoy their lessons and they appreciate learning a broad and deep curriculum. They have positive relationships both with their peers and staff. Pupils benefit from the strategies used by their teachers that support them to successfully master the curriculum. This is the case for all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities.

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

Pupils understand that the education they receive prepares them incredibly well for the next stages of their learning journey. Through their extensive interactions with employers, universities and other training providers that the school provides, pupils are ready for the next step. Pupils know that they belong here. It is their home from home. They are proud to represent the school in national athletics championships and to run stalls at the annual summer fair. Pupils play an active and meaningful role in the school and wider community. Bullying is never tolerated. It does not develop because pupils understand that they are part of one big learning community. It is a family.

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

Pupils feel safe. They all have trusted adults who they would share any concerns with. Pupils rightly say that the personal, social and health education curriculum helps them to learn how to keep themselves safe beyond the boundaries of the school. Pupils know the importance of coming to school each day, they attend well and benefit from all that the school has to offer.

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Next steps

Leaders should continue to build upon their strong work to develop the ability of all teachers to excellently adapt the teaching of the curriculum for all pupils, no matter what barriers to learning they might have.

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About this inspection

This school is part of Ark Schools, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lucy Heller, and overseen by a board of trustees, chaired by Tina Alexandrou.

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About this inspection

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

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with representatives from the trust, leaders, staff and pupils during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 2 alternative provisions, both are registered.

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Team inspectors:

Ogugua Okolo-Angus, Ofsted Inspector David Lloyd, Ofsted Inspector Alan Blount, Ofsted Inspector Russell Bennett, Ofsted Inspector Joel Sager, 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. National average: 1,154

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What does this mean?

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

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

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

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

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

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average

2023/24 (final) 65% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 79% 74% Close to average

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average

2022/23 (final) 79% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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English and maths GCSE

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

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national average

2024/25 (final) 49.0% 45.4% Close to average

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national average

2023/24 (final) 52.4% 45.9% Close to average

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national average

2022/23 (final) 44.1% 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) 48.4 46.1 Close to average

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national average

2023/24 (final) 46.9 45.9 Close to average

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national average

2022/23 (final) 47.8 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) 0.22 -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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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

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

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national average

2024/25 (final) 36.11 35.00 Close to average

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A-level value added

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

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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) 7.2% 8.4% 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

2022/23 (3 term) 25.5% 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.

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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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