Stratford School Academy

Stratford School Academy

Address: Upton Lane, Forest Gate, London, E7 9PR Unique reference number (URN): 136978

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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 Strong standard

Pupils consistently achieve excellent outcomes. They produce high-quality work across subjects and year groups. This includes increasingly detailed, accurate and well-structured extended writing. Pupils’ attainment in national examinations is above average.

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Achievement Strong standard

Pupils with additional needs and vulnerabilities achieve well from their individual starting points. Staff identify barriers to learning and ensure that pupils receive the support they need to thrive. Attainment for disadvantaged pupils is particularly strong. Year-on-year they outperform their non-disadvantaged peers nationally in English, mathematics and science. These strong outcomes have been sustained over time. All pupils are well prepared for their next stage of education.

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Attendance and behaviour Strong standard

Attendance is a notable strength of the school. Attendance is above the national average, and persistent absence is consistently below. Leaders are relentless in tracking and monitoring attendance. As a result, they understand the circumstances of individual pupils and groups. They work closely with families and external agencies to remove barriers to attendance. Strong relationships with families help pupils return following an absence and maintain high attendance levels.

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Attendance and behaviour Strong standard

Pupils behave well in lessons and around the school. Expectations are clear and commonly understood. Pupils move calmly between lessons and settle quickly. Disruption to lessons is rare. This means classrooms are calm and purposeful places where pupils can thrive. Pupils are respectful towards staff and one another.

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Attendance and behaviour Strong standard

Leaders review behaviour information regularly. They then act quickly to identify pupils who need additional support. The school’s tiered approach provides high levels of support for pupils who need it. Pupils who are at risk of exclusion benefit from bespoke classes in a quiet space away from others. While there, highly trained staff provide targeted support to reflect on their actions. Teachers from the main school continue to teach the curriculum. This helps pupils to improve their behaviour and return successfully to their usual lessons.

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Curriculum and teaching Strong standard

The school curriculum is broad and ambitious. Leaders have carefully planned the curriculum so that new learning builds on what pupils already know. Subjects are planned together so that skills are taught in the same way in different lessons. For example, pupils are taught a specific approach to using graphs in mathematics. They then use the same approach in other subjects, including science and geography. This helps pupils to apply their knowledge across the curriculum.

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Curriculum and teaching Strong standard

The curriculum is consistently well taught. Teachers use embedded routines such as silent starters, paired discussions and guided practice to help pupils learn well. Teachers have strong subject knowledge and present new concepts clearly. They regularly check pupils’ understanding. Teachers are quick to address misconceptions and adapt their teaching when needed.

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Curriculum and teaching Strong standard

Reading, vocabulary development, handwriting and mathematical knowledge are priorities for the school. Staff are quick to identify pupils who need additional support with reading and provide effective support to help them catch up. Leaders have introduced a consistent approach to handwriting and extended writing. This is helping pupils develop important skills for future learning. Teachers make discrete adaptations to support pupils with special educational needs and/or disabilities. This ensures that all pupils learn the same ambitious curriculum.

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Inclusion Strong standard

Inclusion is at the heart of this school. Leaders have very high expectations for all pupils. This includes disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils who are known (or previously known) to children’s social care. Leaders collect detailed information from families, previous schools and other professionals. This ensures that the right support is in place from the moment pupils join the school.

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Inclusion Strong standard

Teachers know pupils’ needs well. They use this knowledge to make discrete adaptations in lessons. Inclusion staff meet daily to discuss pupil support. They review whether the support is working and where it needs to change. This ensures that pupils continue to receive the right support in the right areas. The school provides highly effective support for pupils with more complex needs. The specialist resource provision and additional small classes help pupils to learn, regulate their emotions and take part in school life.

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Inclusion Strong standard

Leaders use pupil premium funding to enhance opportunities for disadvantaged pupils. For example, disadvantaged pupils benefit from an accelerated music programme and specialist Saturday sessions in mathematics and science. Leaders closely review the impact of this work. As a result, the attainment for disadvantaged pupils is consistently above average.

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Leadership and governance Strong standard

Leaders at all levels are highly knowledgeable, ambitious and reflective. Leaders have a sophisticated understanding of the school’s strengths and areas for improvement. They regularly analyse data on achievement, attendance and behaviour. They use this analysis to check whether their actions are making a positive difference for pupils. For example, leaders have identified subjects where practice could be strengthened. They have provided focused support in these areas, and improvement is evident. Leaders regularly seek external challenge, even in areas where outcomes are already positive.

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Leadership and governance Strong standard

Staff benefit from a high-quality professional learning programme. Professional learning is rooted in educational research. It is closely matched to the school’s improvement priorities. Leaders provide staff with a range of targeted and helpful training. Staff value the way this helps them improve their practice. Leaders at all levels contribute to this programme. This creates a shared responsibility for improving the school.

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Leadership and governance Strong standard

Leaders listen to staff and take action to support their workload and wellbeing. For example, leaders have brought in external support and adjusted their approach to marking and feedback in response to staff surveys. Parents and carers are highly positive about the work of the school and the care of staff.

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Leadership and governance Strong standard

Governors know the school well. They provide focused support and challenge. Leaders provide governors with detailed information on key areas. This includes safeguarding, pupil outcomes, literacy and professional learning. Governors take part in subject reviews. They understand the strengths and areas for improvement within individual subjects. They are confident about the school’s achievements but not complacent.

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Personal development and wellbeing Strong standard

Personal development is embedded in all aspects of school life. The programme helps pupils to become responsible, respectful and well informed. Pupils develop highly detailed knowledge of democracy and current affairs. They learn about different faiths and beliefs and the importance of respect for others.

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Personal development and wellbeing Strong standard

Pupils learn how to keep themselves safe online and offline. Staff are responsive to emerging and contextual risks. For example, pupils have recently debated the proposals to restrict young people’s use of social media. They discussed the risks associated with excessive screen time and the importance of using technology responsibly.

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Personal development and wellbeing Strong standard

All pupils take part in 3 enrichment days each year. These give pupils valuable experiences beyond the classroom that help to broaden their interests. For example, pupils in Year 7 visit local museums and go to the theatre. Pupils in Year 8 complete a first-aid qualification and take part in French culture day. Older pupils take part in career-related activities. These include business and finance competitions and university and college visits. Pupils also benefit from a wide range of clubs. These include athletics, football, cooking, music and The Duke of Edinburgh’s Award. Pupils take on a variety of leadership roles. They contribute to charitable events and help plan whole-school initiatives.

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Personal development and wellbeing Strong standard

Careers education is a notable strength. Pupils learn about different routes into further education, apprenticeships, university and employment. They experience visits to employers and educational providers. Individual careers guidance supports pupils to make informed choices about their futures. Staff provide enhanced support for the most vulnerable pupils. They work closely with pupils and their families to ensure that pupils move on to suitable and ambitious destinations.

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Personal development and wellbeing Strong standard

There is a strong culture of care at the school. Staff know pupils well. Pupils have trusted adult support, mentoring and counselling. This helps them to manage difficulties and remain highly engaged in school life.

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

Pupils achieve consistently well at this inclusive and supportive school. They attend one of 2 sites, each offering the same high-quality experience. They behave calmly and maturely in lessons and around the school. They settle into their learning quickly, and disruption is uncommon. Pupils feel safe, and incidents of bullying are rare. Pupils report that staff respond quickly and effectively when difficulties arise.

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

Pupils benefit from highly effective teaching. They develop detailed knowledge, produce high-quality work and are well prepared for the next stage of their education. Disadvantaged pupils and pupils with special educational needs and/or disabilities are fully included in school life. Their needs are precisely identified. Staff provide discrete adaptations to help them learn successfully. The school runs 2 small classes with a bespoke curriculum. This provides highly effective support for pupils who face additional barriers to learning.

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

Pupils know where to go for help with their learning, behaviour and wellbeing. They value the positive relationships they have with staff. Pupils want to attend school, and attendance is consistently very high. Carefully planned interventions, counselling support and strong relationships with staff help pupils to thrive.

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

Pupils enjoy a wide range of opportunities beyond the classroom. Almost all pupils take part in clubs, trips and other enrichment activities. Pupils take part in 3 enrichment days each year. These help them to broaden their experiences through activities such as theatre trips, cathedral visits and other subject-related opportunities. Pupils are taught how to keep themselves and others safe, including online. They discuss issues like healthy relationships and consent with maturity. They can talk with confidence about democracy, different faiths and fundamental British values. There is a comprehensive careers programme, which ensures that all pupils are well prepared for their next steps.

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Next steps

Leaders should ensure that staff joining the school are swiftly supported to understand the school's pedagogical approaches and embed these successfully in their practice to further support the consistency of high-quality teaching and learning across all subjects.

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About this inspection

This school is a single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Kim Caplin.

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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 headteacher, other senior leaders, staff and pupils. The lead inspector met with the chair of the trust and members of the local governing board. An inspector spoke with a representative from the alternative provider that the school uses.

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Team inspectors:

Paul Metcalf, Ofsted Inspector Joanna Jones, Ofsted Inspector Fiona (Abankwah) Jatta, Ofsted Inspector Ed Simmons, Ofsted Inspector Colette Shulver, His Majesty's Inspector Guy Forbat, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

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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What does this mean?

The school includes a specially resourced provision for 10 pupils with autistic spectrum disorder.

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What does this mean?

The school currently makes use of one registered alternative provision.

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What does this mean?

The school has 2 separate sites. These have separate addresses but come under one school with the same headteacher.

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What does this mean?

Headteacher: Craig Hewitt 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 6 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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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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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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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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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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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