Ofsted conducted a monitoring inspection of Haberdashers’ Abraham Darby on 23 October 2024, following the school's previous graded inspection. The purpose of this inspection was to assess the progress made by the school since the last evaluation, rather than to assign a grade. The inspection involved discussions with the principal, senior leaders, the CEO of the trust, and other stakeholders, as well as observations of lessons, scrutiny of pupils' work, and reviews of documents related to behavior, attendance, and safeguarding.
The inspection found that while progress has been made, there are still areas requiring further improvement. Since the last inspection, the leadership structure has been reformed, with the appointment of a senior vice principal enhancing accountability and communication. However, some leaders are still unclear about the impact of their initiatives and the sharing of best practices within the school. The recent appointment of a CEO has provided additional support for the school’s leadership.
The inspection focused on previously identified areas for improvement, particularly pupil behavior, attendance, and communication with parents. The evidence indicated that decisive actions have been taken to address these issues, with a sense of urgency evident in the changes being implemented. Staff collaboration has improved, and pupils are responding positively to the new measures.
The school has reviewed its behavior and attendance systems, implementing a year-focused mentor system that allows for a more responsive approach to pupil needs. Leaders now have a comprehensive understanding of pupil behavior, enabling them to identify where additional support is needed. Staff and pupils report an improved experience in the classroom, although some pupils were still observed truanting lessons. The school is working to refine its approach to ensure these pupils are effectively supported in attending their lessons.
The renewed behavior system, introduced at the start of the academic year, has established clear boundaries and rewards, which have been communicated to all stakeholders. Pupils appreciate being recognized for positive behavior and enjoy participating in various activities. Staff have noted that the focus on consistent lesson starts has benefited pupils' ability to settle quickly into their work.
Attendance has been a key focus, with the school beginning to see positive impacts from its efforts. Leaders have developed systems to support clear communication regarding attendance, and pupils understand the importance of being in school. While punctuality is improving, further work is needed to ensure all relevant information about pupils is consistently used to support their attendance.
The school has made changes to its values and processes, aided by support from the wider trust and external sources. Communication between leaders and staff has improved, contributing to a positive school culture. Safeguarding measures are effective, with clear systems in place to identify and support vulnerable pupils.
Overall, relationships among governors, trustees, and leaders are constructive, with a shared understanding of the school’s development priorities. While progress has been made, there are still areas to refine for greater consistency. The leadership team has a realistic view of the school’s strengths and challenges, and there is a strong sense of unity among staff, who have noted a positive shift in the school culture. The inspection concluded that while improvements are evident, ongoing efforts are necessary to ensure sustained progress.
