Drapers’ Academy, located in Harold Hill, Romford, Essex, has shown significant improvement since its previous inspection in September 2018, where it was rated as requiring improvement. The recent inspection in March 2020 resulted in an overall effectiveness rating of good across all areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision. The school is experiencing a rise in popularity, with an increasing number of pupils enrolled, including in the sixth form. Leaders have high expectations for all students, aiming for them to excel regardless of their starting points.
Pupils at Drapers’ Academy are noted for their politeness, respectfulness, and acceptance of others. They demonstrate good behavior in lessons and throughout the school, expressing that they feel safe and know how to report any concerns. While bullying does occur, students report that it is effectively addressed by school leaders, who focus on understanding the root causes of issues before taking action. The school provides numerous opportunities for personal development through various extracurricular activities, including choirs, sports clubs, and drama, with support from trust sponsors enhancing students' experiences.
Despite some challenges with GCSE results over the past three years, evidence from lesson planning and student work indicates that the school is on a rapid improvement trajectory. Subject leaders have effectively mapped out the knowledge and skills students need to acquire, ensuring that the curriculum is well-planned and sequenced. In subjects like history and English, students revisit key concepts and develop essential skills, leading to improved written work and a growing love for reading. Mathematics instruction includes regular checks on prior learning, allowing teachers to address misconceptions promptly.
However, improvements in science have not been as swift, with some students experiencing gaps in their knowledge due to staffing issues. The organization of the science curriculum has also hindered learning, particularly for less able pupils who are not given adequate time to master foundational knowledge before progressing to more complex topics. In modern foreign languages, the low uptake of French and German at GCSE has prompted leaders to review subject planning to better prepare students for further study.
The school is committed to inclusivity, ensuring that pupils with special educational needs and disabilities, as well as disadvantaged students, follow the same curriculum as their peers. The sixth form offers a wide range of academic courses, with students benefiting from strong guidance and support, leading many to pursue higher education, often as the first in their families to do so.
Attendance monitoring is a priority for leaders, who provide support to families to improve attendance rates. Despite some progress, persistent absence remains a concern, impacting student progress. The school’s personal, social, health, and economic education program effectively addresses various topics, helping students stay informed about their well-being.
Trustees and governors are actively engaged in the school’s operations, asking challenging questions and supporting the principal, who leads with integrity. Staff feel valued and proud to work at Drapers’ Academy. The safeguarding arrangements are effective, with a knowledgeable team providing guidance and support to both pupils and staff. Overall, Drapers’ Academy is making commendable strides in its educational offerings, with a clear focus on continuous improvement and student success.