Forest Gate Community School

Forest Gate Community School

Address: Forest Lane, London, E7 9BB Unique reference number (URN): 143274

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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 Exceptional

The school serves a community with high levels of disadvantage. Pupils achieve highly across all year groups, subjects and pupil groups. Disadvantaged pupils, pupils with special educational needs and/or disabilities and those known to social care achieve extremely well because of the high-quality teaching, personalised support and highly effective additional support that is provided. This is reflected in pupils' achievement at the end of Year 11, where they achieve more highly than pupils nationally. Notably, disadvantaged pupils consistently achieve more highly than non-disadvantaged pupils nationally. This high achievement has been sustained over time.

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Achievement Exceptional

Pupils develop deep literacy and numeracy skills and secure subject knowledge across the curriculum. Leaders swiftly identify and address barriers to learning, ensuring pupils at risk of falling behind catch up and keep up. Pupils are confident, well prepared for examinations and achieve strong outcomes that support their next steps in education.

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Achievement Exceptional

Overall, pupils know, remember and can do a great deal at all levels and across all subjects. Pupils' achievement is a major strength of the school's work and transforms pupils' life chances.

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Attendance and behaviour Exceptional

Pupils' attendance is consistently high, with the number of pupils who are persistently absent significantly below national figures overall and for key groups. Leaders use highly effective, personalised support and strong family partnerships to remove barriers to attendance. This ensures that pupils receive the education, and if necessary, any specialist support, they need. The support provided is rigorously checked and reviewed to make sure it is effective and meets the needs of pupils.

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Attendance and behaviour Exceptional

Pupils' behaviour is exemplary. Leaders teach behaviour as a curriculum, focusing on positive social behaviours, politeness, respect and effective routines. Pupils learn in a purposeful and inclusive learning environment. Behaviour around the school is calm and orderly because pastoral staff know the pupils well. Staff use the school layout perceptively to guide pupils between classes and maintain a settled atmosphere. Pupils feel safe, respected and supported. Swift recognition of positive behaviour is embedded in the school's culture, and pupils are involved in recording and checking this in class. Bullying and discriminatory behaviour are rare and addressed effectively when they do occur. Vulnerable pupils benefit from precisely targeted support that enables strong engagement, attendance and conduct. Where needed, leaders adapt and personalise behaviour targets to overcome any barriers.

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Curriculum and teaching Exceptional

The school's curriculum is thoughtfully constructed and highly responsive to what pupils know and can do. Leaders consider pupils' abilities and needs very carefully in the curriculum design and development. This includes curriculums for behaviour, social skills and the personal development and wellbeing strategy. Leaders scrupulously check the curriculum and how effectively it is taught. This ensures that the high quality of teaching is sustained over time and the curriculum content remains relevant to the needs of the community. All pupils are expected to be actively invested and disciplined in their learning. Pupils demonstrate the same commitment to learning as the staff around them. The impact of the curriculum is remarkable.

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Curriculum and teaching Exceptional

Leaders make sure teaching methods are based on highly effective, current educational research. Teachers use established routines, clear explanations and purposeful questioning so that pupils produce high-quality work. They make sure key knowledge is revisited so that pupils secure strong foundations in important knowledge and can apply this well to support new learning. Teachers help pupils to use discussion and collaboration particularly well to embed their learning. The school's approach to checking what pupils know is precise and highly effective. They ask highly effective questions to check pupils' understanding frequently and use this to inform their teaching. This ensures that gaps in pupils' knowledge are addressed swiftly.

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Leadership and governance Exceptional

Leaders are highly strategic, ambitious and committed to continuous improvement. Leaders know the school and its local context thoroughly. Their drive to maximise opportunities for pupils is clear in both the academic results and the wider culture of the school. Staff's professional development is a key strength, building collaboration, expertise and leadership capacity across the staff team. Staff benefit from a clear induction, regular coaching and high-quality training at every stage of their career. Leaders carefully balance professional development with workload and wellbeing so that staff build confidence and skills while being well supported.

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Leadership and governance Exceptional

Leaders set a strong pace for improvement and regularly refine their approach using up-to- date and reliable research to guide their decisions. They check the quality of the provision carefully and act quickly when change is needed.

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Leadership and governance Exceptional

Governors and trustees provide clear challenge, support and strategic oversight. They are dedicated and experienced. Those responsible for governance provide expertise in safeguarding, careers guidance and knowledge of the local community. They provide strong support and challenge to leaders, helping to drive continuous improvement across the school.

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Leadership and governance Exceptional

Leaders have sustained excellence as a result of the high-quality staff development programme and the exemplary, positive impact the whole school team has on pupils’ lives.

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Personal development and wellbeing Exceptional

A comprehensive and inclusive personal development programme supports pupils' character, wellbeing and future readiness. Leaders ensure that the content is regularly updated according to emerging themes, which are informed by thorough safeguarding knowledge of internal and external issues.

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Strong standard

The school's commitment to pupils' personal development and wellbeing demonstrates uncompromising ambition for pupils. Pupils are known, valued and exceptionally well prepared for the next steps in their educational journey. Former pupils return to the school to give talks, sharing their experiences and confirming the extraordinary impact the school has had on their lives. Pupils understand how to recognise online risks, make safe choices and report concerns. They develop a comprehensive understanding of relationships, equality, citizenship and life in modern Britain, including the fundamental British values. Pupils attend lectures and conferences to develop their curiosity and consider opportunities within and beyond their academic subjects. They develop a strong sense of citizenship and social responsibility. By the time pupils leave the school, they are able to express themselves in a highly articulate manner. Staff use an ambitious approach to speaking and listening, and

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Strong standard

pupils demonstrate impressive oracy skills, including for pupils who speak English as an additional language.

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Strong standard

Pupils' aspirations and participation are broadened through the extensive enrichment, leadership and career opportunities. Pupils access a wide range of high-quality clubs and trips that develop pupils' interests and stretch high performers. Participation is closely tracked, especially for disadvantaged pupils, to ensure that all pupils benefit from what is on offer. Highly effective pastoral support ensures that pupils feel valued, supported and confident. Disadvantaged and vulnerable pupils benefit significantly from tailored guidance and support for their transition and preparation for successful next steps in education, employment or training.

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Strong standard

Leaders ensure that there is a robust careers programme from the moment pupils join the school. The school actively supports pupils with applications to colleges and sixth forms, helping them secure ambitious opportunities for their next steps and transforming pupils' lives.

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Inclusion Strong standard

The school serves a community where pupils face many challenges. It is committed to being a place where all pupils are welcome and supported. Pupils' needs are quickly identified and appropriate support is put in place.

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Inclusion Strong standard

Leaders ensure that additional funding is used to reduce and remove barriers for disadvantaged pupils, for example, through supporting targeted teaching, small-group work and online tools to support pupils' learning. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils benefit from the extensive enrichment activities, homework clubs, family support and resources available. As a result, they join in fully and achieve highly.

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Inclusion Strong standard

Leaders ensure that staff have the expertise and tools needed so that pupils learn well. Pupils receive consistently effective support to overcome barriers to their learning and/or wellbeing. There are a few occasions where pupils would benefit from even more precise support to maximise their learning and engagement. Pupils with SEND follow different pathways that match learning to their needs. Adapted materials are carefully tailored to each pupil's needs and with their input. Some pupils follow a specialised curriculum programme or join small, targeted skills groups that support them to learn successfully.

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Inclusion Strong standard

Leaders check alternative provision carefully and promptly to ensure it is appropriate and meets pupils’ needs.

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

The school's values underpin every thought and action at this school. Staff understand this and support pupils to be the best they can, across all aspects of school life. Pupils actively expand their experiences through trips and visits, which provide access to a wide range of people and places. These opportunities build pupils' confidence and social skills. Pupils' personal communication skills and professional behaviours are taught in the same way as academic subjects. As a result, pupils become confident speakers and clear thinkers. Pupils rise to the high expectations of their achievement and behaviour. They enjoy learning and develop disciplined learning habits. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), achieve extremely well.

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

Pupils feel valued and part of the school and extended community, and they are proud of their school. Pupils feel safe, welcome and included because staff know them well and want them to be at school. Pupils feel secure and settled because of the well-established routines. They know who to talk to if they are worried. Bullying is rare and addressed swiftly where necessary. Pupils' attendance is consistently high. They take advantage of the opportunities the school provides. Enrichment opportunities are ambitious and help to build pupils' curiosity and new skills. For example, pupils participate in live arts performances and a growing range of co-curricular clubs shaped directly by their interests. Alongside music, dance, drama, art and design technology, pupils can join distinctive clubs such as current affairs, gardening, 'How to handle money' and newly requested additions, such as dodgeball and a bespoke invite-only SEND club.

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

Pupils learn how to manage risks and form positive relationships. They behave responsibly in school and in public. Staff support pupils to become articulate and self-assured. The school removes barriers so all pupils can thrive academically, socially and personally and leave ready for future success.

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Next steps

Leaders and those responsible for governance should continue to refine and sharpen approaches to inclusion across all aspects of the school’s work.

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Lead inspector:

Colette Shulver, His Majesty's Inspector

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Team inspectors:

Katerina Christodoulou, Ofsted Inspector Vikram Gukhool, Ofsted Inspector Gareth Cross, Ofsted Inspector Tammy Day, Ofsted 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 7 July 2026

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About this inspection

This school is part of the Community Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon Elliott, and overseen by a board of trustees, chaired by Phoebe Clapham.

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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

This inspection took place from 7 July to 8 July 2026.

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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 leaders, the chair and other trustees, as well as groups of 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 one registered alternative provision.

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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 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. National average: 3.09%

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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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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

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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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