New Level Academy

New Level Academy

Address: Wyke Gardens, London, Middlesex, W7 2BB Unique reference number (URN): 142832

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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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Attendance and behaviour Needs attention

Leaders have made changes to the way attendance is monitored which now include daily phone calls, regular home visits and increased partnership working. This is making a positive difference to the attendance of some pupils. However, while leaders’ actions are appropriate, they are at an early stage. Although attendance is a clear priority, leaders do not have a strong strategic overview of patterns of absence. They do not analyse attendance information precisely enough to understand any emerging patterns or to build on early improvements made in this area. Leaders recognise that there is more to do to ensure pupils attend school more regularly and are punctual to school.

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Attendance and behaviour Needs attention

The school is typically calm. Staff care about pupils and develop positive relationships with them. Pupils are free from harassment or discrimination. They know that leaders act to address any reports of bullying on the rare occasions that it arises. When incidents of unkind or inappropriate language do occur, staff generally deal with them effectively so they do not escalate. However, some pupils are still developing the self-awareness to understand why such language is unacceptable and to avoid using it in the first place. Attitudes to learning vary. Some pupils are keen to learn, while others find it hard to engage with learning. As a result, pupils often disengage during lessons.

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Personal development and wellbeing Needs attention

Pupils do not develop a secure understanding of key aspects of the school’s personal development programme. Although they treat each other with respect and tolerance, many do not fully understand fundamental British values or the personal characteristics that are protected by law. Pupils have some opportunities to learn about different religions and faiths, but these are not part of a planned, consistent approach. The school’s relationships provision is compliant with statutory requirements. Some pupils speak positively about the relationships and sex education they receive, including learning about consent and sexual health. However, pupils’ experience of the personal, social and health curriculum is affected by the same weaknesses in delivery as the rest of the curriculum. Teachers do not meaningfully connect current learning to what pupils have learned previously. Consequently, pupils, including those pupils with special educational needs and/or disabilities and those

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Personal development and wellbeing Needs attention

facing other barriers to learning, do not develop secure knowledge, understanding and skills that prepare them well for their future lives.

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Personal development and wellbeing Needs attention

Opportunities for pupils to broaden their experiences and develop their talents and interests are limited. Pupils do not take part in a wide range of extra-curricular activities and are not routinely encouraged to engage in creative or artistic activities beyond some opportunities connected to religious festivals. While some trips and visits take place, including to local careers fairs and places of worship, these are infrequent. This impacts negatively on pupils' social, cultural and personal development.

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Personal development and wellbeing Needs attention

Most pupils receive a programme of careers advice and guidance. This includes opportunities to learn about potential future providers, which helps pupils to make more

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Urgent improvement

informed decisions about their next steps. However, this support is inconsistent, which means that some pupils, particularly younger pupils, do not benefit.

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Achievement Urgent improvement

Many pupils join the school with gaps in their knowledge. Poor attendance further limits how well some pupils learn and succeed. In addition to this, weak teaching, alongside a lack of ambition, means that pupils do not develop the secure foundational knowledge and skills they need. Leaders have not established effective systems to address these weaknesses. As a result, progress is low for the majority of pupils, particularly those who are disadvantaged, and shows little improvement over time.

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Achievement Urgent improvement

Pupils with additional needs, including those with special educational needs and/or disabilities, do not receive the support they need to make progress from their starting points. There are some individual examples of improvement. For instance, a small number of pupils spoke positively about the support they receive to manage their social, emotional and mental health needs, and some make small gains in following school routines. However, these improvements are not widespread. Overall, too many pupils do not gain the knowledge and skills they need to be successful in the next stage of their education, training or employment.

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Curriculum and teaching Urgent improvement

The curriculum is organised in a logical sequence but lacks sufficient breadth. As a result, pupils do not develop the important knowledge and skills they need. Leaders have not set clear expectations for how teaching should build pupils’ knowledge. This leads to inconsistencies in practice, and pupils do not learn as well as they could. Teaching does not consistently ensure that all pupils, particularly those who are disadvantaged, learn the curriculum as intended.

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Curriculum and teaching Urgent improvement

In some lessons, staff do not explain subject knowledge clearly. They do not routinely check pupils’ understanding or use questioning effectively to deepen learning. Consequently, pupils’ misconceptions and gaps in knowledge are not addressed promptly.

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Curriculum and teaching Urgent improvement

While many staff have secure subject knowledge, they do not consistently adapt teaching to meet the needs of pupils with special educational needs and/or disabilities. As a result, these pupils do not always access the curriculum successfully. Teaching across the curriculum, including in essential areas such as reading, is variable. Weaknesses in pupils’ literacy limit how well some are prepared for their next steps.

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Inclusion Urgent improvement

Pupils at New Level Academy face significant barriers to learning, which the school has not addressed effectively. A high proportion of pupils have special educational needs and/or disabilities (SEND), including those with education, health and care (EHC) plans. There are substantial weaknesses in how leaders identify and assess pupils’ needs. Over time, staff have not understood these needs with sufficient accuracy.

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Inclusion Urgent improvement

Since the previous inspection, leaders have sought specialist advice. As a result, pupil profiles have been reviewed and now include more detailed information about individual needs and appropriate strategies. However, staff do not yet have the expertise to adapt the curriculum effectively to pupils’ starting points. While staff are beginning to receive training, teaching does not consistently meet the needs of pupils with SEND.

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Inclusion Urgent improvement

Provision for pupils with EHC plans is not fully in place. Specialist sessions and therapies outlined in these plans are not consistently delivered. As a result, some pupils are unable to access the curriculum as intended or make the progress of which they are capable.

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Leadership and governance Urgent improvement

Despite leaders' positive intentions, there are significant failures in the school. The proprietor does not provide the level of support or challenge needed to ensure sustained improvement. Leaders have not been held to account for the quality of the education they provide, how inclusive the provision is or how well pupils achieve. Consequently, pupils’ educational experiences have suffered. While those responsible for governance have regular contact with senior leaders, they do not demonstrate the knowledge and skills required to ensure that the independent school standards are consistently met. The school has lacked both the strategic direction and the external support needed to bring about rapid and meaningful improvement. The proprietor has sought to increase capacity, with new trustees bringing useful expertise. However, this progress is at an early and fragile stage.

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Leadership and governance Urgent improvement

In some areas, leaders have taken effective action to improve. For example, they have developed effective safeguarding systems and now work more closely with outside agencies. However, leaders’ self-evaluation is not sufficiently precise. This is particularly in relation to the curriculum and teaching. Leaders have not focused sharply enough on improving teaching or supporting pupils with special educational needs and/or disabilities.

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Leadership and governance Urgent improvement

The revised professional learning programme aims to support staff to implement the curriculum, but this work is in the early stages and has not yet had a positive impact. Most staff feel supported with their workload and wellbeing. However, they do not receive the support they require to improve the quality of education being provided.

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

Pupils often join New Level Academy having experienced disruption or negative experiences in their education. As a result, they do not always appreciate or value education. Positive relationships between pupils and staff support pupils to feel a sense of belonging. Each day, staff welcome pupils into the building and chat with them during breakfast time to understand how they are feeling. Pupils appreciate the care that staff show for their wellbeing. Pupils typically behave calmly in lessons and around school. However, some struggle to maintain their focus. Staff do not apply expectations for behaviour consistently well and expectations for how pupils should behave are too low. As a result, pupils do not consistently demonstrate respectful behaviour and positive attitudes to their learning and often become disengaged in their learning.

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

Staff do not take effective action to address the barriers that affect pupils’ learning, including for pupils with special educational needs and/or disabilities. There are too many inconsistencies in how the curriculum is taught, which do not support pupils to learn well over time. Systems to identify and address gaps in pupils' knowledge are not in place. As a result, pupils do not make the progress they should.

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

Pupils have limited access to extra-curricular activities or a structured careers programme. Although they show respect for others, pupils are not well prepared for the next stage in their education or life in modern Britain.

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

The proprietor and leaders do not have a suitable oversight of the school. Their actions to drive school improvement are too slow. As a result, they have not ensured that the independent school standards are consistently met.

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Next steps

The proprietor and leaders must strengthen the school’s systems to check and evaluate the quality of education that pupils receive and make any changes needed promptly. The proprietor and leaders must establish a consistent and robust approach to assessment so that teachers identify gaps in pupils’ knowledge accurately and support pupils to build secure knowledge over time. Leaders must ensure that teachers use pupil information effectively to adapt teaching and the curriculum so that all pupils, particularly disadvantaged pupils and pupils with SEND, learn and achieve well. Leaders must strengthen the teaching of foundational knowledge, particularly in relation to reading.

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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 headteacher, the proprietor, a trustee, and other school staff during the inspection.

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Independent school standards

Independent school standards are either met or not met for each category. The name of the proprietor is London Rangers Football Charity. The chair of the proprietor body is Terrance Springer.

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Independent school standards

The fees currently charged are between £15,000 and £33,000. Respite places are charged at £125 per day.

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Independent school standards

The previous standard inspection took place in April 2024. The last progress monitoring inspection took place in December 2025.

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Independent school standards

The email address of the school is info@newlevel.org.uk.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

The school does not use alternative provision.

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Independent school standards

The school operates from a single site at Wyke Gardens, London W7 2BB.

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Independent school standards

The school currently has 22 pupils on roll, with a capacity of 50 pupils.

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met: Paragraph 2(1)

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

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Independent school standards

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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Independent school standards

For the purposes of paragraph (2)(1)(a), the matters are– (a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; (b) that pupils acquire speaking, listening, literacy and numeracy skills; (g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs; Paragraph 3

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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Independent school standards

(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; (f) utilises effectively classroom resources of a good quality, quantity and range; (g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. 5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

8. Quality of leadership in and management of schools Standards not met

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Facts and figures used on inspection

The following standards have not been met:

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Facts and figures used on inspection

The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–

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Facts and figures used on inspection

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and This data is from 19 May 2026

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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

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Insufficient evidence

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