Leytonstone School, located in Leytonstone, London, has been recognized as a good school following its inspection on 28 and 29 September 2021. The school fosters a positive environment where pupils appreciate the strong relationships they have with staff, often describing their experience as being part of an extended family. Pupils feel safe and supported, knowing they can seek help from adults when needed. The teaching approach is structured, allowing students to grasp new concepts effectively through step-by-step instruction.
The leadership at Leytonstone School sets high expectations for all students, who in turn feel encouraged to strive for their best. The school provides mentorship for those who may benefit from additional support, and while behavior can be lively, a restorative approach is employed to manage it effectively. Pupils report that instances of bullying are rare, and they trust that staff will address any issues that arise.
The school is committed to preparing students for the wider world, offering various cultural enrichment opportunities, such as the Leytonstone Canon of books, where each form selects a reading book to explore together. This initiative is well-received by pupils, who value the discussions that stem from these readings.
In terms of curriculum, all pupils have access to a comprehensive range of subjects at Key Stage 3. The subject plans are ambitious and consistent, ensuring that knowledge and skills are built progressively from Year 7 to Year 11. For instance, in Year 11 French, students can draw on vocabulary learned in earlier years, demonstrating effective curriculum sequencing. However, the school acknowledges that the planning and depth of knowledge in religious education need improvement, as the current focus on GCSE requirements limits broader understanding of various world religions.
While the English Baccalaureate entry level is below average, the school has made strides in modern foreign languages, introducing Spanish alongside French. The curriculum in languages is well-structured, and teaching effectively builds on prior learning. However, the school aims to increase the number of pupils who continue studying a foreign language at GCSE.
Support for pupils with special educational needs is robust, with tailored interventions helping those who may struggle with reading. The school monitors progress closely to ensure that all pupils can catch up and succeed.
Leaders are attentive to staff workload and well-being, actively seeking feedback to make necessary adjustments. This approach fosters a positive working environment, and staff appreciate the clear vision set by leadership for pupil achievement. Opportunities for broader development, such as participation in the pupil parliament and various enrichment activities, are also prioritized.
The safeguarding arrangements at Leytonstone School are effective, with clear systems in place to identify and address pupil needs. Staff are well-informed about reporting concerns, and leaders have invested in resources to support mental health, responding to increased needs in recent times.
Overall, Leytonstone School continues to demonstrate its commitment to providing a supportive and enriching educational experience for its pupils. While there are areas for improvement, particularly in religious education and increasing foreign language uptake at GCSE, the school is well-positioned to build on its strengths and address these challenges moving forward.
