Little Ilford School, located in Manor Park, London, was inspected on 23 and 24 November 2022. The overall effectiveness of the school was rated as good, with the quality of education, behaviour and attitudes, personal development, and leadership and management all receiving the same rating. This inspection marked the first routine evaluation since the school was last inspected ten years ago, when it was rated outstanding. The gap between inspections was longer than usual due to the school being exempt from routine inspections by law until November 2020.
The school is committed to maintaining high standards of education and care for all pupils, including those with special educational needs and disabilities, as well as disadvantaged students. Leaders have developed a rich curriculum that fosters a culture of aspiration among pupils. Students report feeling safe at school, and instances of bullying are rare and effectively managed. A new behaviour system has been implemented to reward excellence and effort, contributing to a positive learning environment.
The curriculum has been recently reviewed to ensure it is broad and ambitious, allowing pupils to study a wide range of subjects in depth before selecting their GCSE options. Teachers are knowledgeable and well-trained, and they strive to enhance learning through various enrichment activities, including trips and clubs. Leaders and governors actively seek to improve the school by involving pupils in decision-making processes, and parents and carers hold the school in high regard.
Pupils make strong progress through the curriculum, learning about the school’s values of courage, commitment, and compassion, which are integrated into their learning experiences. The curriculum for Years 7 to 9 is well-structured, providing both breadth and depth. Recent changes have been carefully planned to ensure high standards across all subjects. For instance, Year 9 art students now study a wider range of artists and artistic movements, enhancing their understanding of different techniques.
While the school excels in many areas, there are aspects that require improvement. Some teachers do not consistently check how well pupils remember key concepts, which can hinder their ability to connect previous learning with new material. Leaders have identified this as an area for development. Additionally, while the new behaviour policy is generally effective, some pupils and parents do not fully understand it, indicating a need for ongoing communication and clarification.
Pupils with special educational needs receive excellent support, with their needs accurately identified and addressed. The school has a resourced provision for pupils with autism spectrum disorder, ensuring they have access to an ambitious curriculum and opportunities for independence. Reading difficulties are identified early, and targeted support is provided to meet individual needs.
The school offers a comprehensive personal, social, and economic education program designed to prepare pupils to be active and reflective citizens. A strong careers program is in place, ensuring that all pupils receive guidance to make informed choices about their futures, including GCSE options and transitions to further education.
Overall, pupils are engaged and attend school regularly. Incidents of poor behaviour are addressed promptly, although some students question the fairness of the behaviour system. Leaders are working to ensure that their approaches to promoting high standards of behaviour are well understood by all stakeholders. The safeguarding arrangements are effective, with a dedicated team working to support pupils' welfare and well-being. The school has demonstrated resilience and adaptability, particularly in response to challenges posed by the COVID-19 pandemic, and continues to strive for improvement in all areas.
