Chadwell Heath Academy, located in Romford, Essex, underwent its first inspection since becoming an academy in November 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving the same rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development, while the sixth-form provision was rated as good.
Pupils at Chadwell Heath Academy express happiness and pride in attending the school, which is attributed to the safe environment and the ethos of respect fostered by the leadership. Parents and carers appreciate the regular communication from school leaders, which helps them stay informed about their children's progress. The school has high expectations for behavior, and pupils generally behave well, showing courtesy to staff and visitors. Incidents of bullying are rare, and staff address any issues promptly.
The curriculum offered is broad and balanced, but it lacks consistent design across all subjects. Pupils do not have enough opportunities to revisit and practice key concepts, which affects their long-term retention of knowledge. In contrast, the sixth-form curriculum is ambitious and well-structured, allowing students to achieve well in their chosen subjects. Extra-curricular activities, including sports and the arts, are available and enjoyed by pupils.
While the curriculum aligns with national expectations, there are inconsistencies in how well it is sequenced, leading to isolated learning experiences in several subjects. This hampers pupils' ability to deepen their understanding and apply their knowledge to more complex ideas. Although many pupils perform well in examinations, the focus on exam preparation has overshadowed the development of a rich body of knowledge across subjects.
Teachers' assessment practices vary, with some effectively checking pupils' understanding while others do not. This inconsistency can lead to persistent errors and misconceptions in pupils' work. The sixth-form curriculum is well-designed, with clear steps for students to revisit and apply important concepts in various contexts.
Leaders are committed to supporting pupils with special educational needs and/or disabilities, ensuring their needs are identified and communicated effectively. However, there are inconsistencies in how adaptations are made across different subjects. The school emphasizes support for weaker readers through a catch-up program, which has proven effective in helping many pupils become confident readers.
Pupils generally exhibit good behavior in lessons and around the school, fostering positive relationships with staff. The personal development curriculum addresses important topics such as citizenship and democracy, and there is a strong program for careers advice and guidance. However, leaders do not monitor the participation of vulnerable pupils in enrichment activities, which raises concerns about equitable access.
Leadership and governance require improvement, as there is insufficient oversight of the school's strengths and weaknesses. This has resulted in unclear priorities for improvement. While staff feel supported regarding their well-being, there is a need for more focus on their professional development in subject-specific areas.
The safeguarding arrangements at Chadwell Heath Academy are effective, with staff trained to identify and report potential risks. The curriculum also includes components that teach pupils about safety and healthy relationships. Overall, while the school has strengths in certain areas, significant improvements are needed in curriculum design, assessment practices, and leadership oversight to enhance the educational experience for all pupils.
