Christ’s College Finchley is recognized as a good school, providing a supportive and nurturing environment for its pupils. The school is located in East Finchley, London, and caters to students aged 11 to 18. During the inspection conducted from March 3 to 4, 2020, it was noted that pupils appreciate the high level of care provided by the staff, which fosters their character development, interests, and passions. Students feel safe and secure within the school, reporting that instances of bullying are infrequent and effectively addressed by teachers. The school promotes resilience and coping strategies through initiatives like the ‘I heart’ program for Year 9 students.
The atmosphere in classrooms is calm and focused, allowing pupils to work productively. Respectful interactions between students and teachers are evident, and transitions between lessons are efficient. The school’s enrichment period, known as ‘my zone,’ allows pupils to explore their interests, including study skills and community service opportunities. Sixth-form students actively participate in local initiatives, demonstrating a commitment to social responsibility. The school offers a diverse range of extracurricular activities, catering for various interests and supporting students with special educational needs and disabilities.
Leadership at Christ’s College Finchley has established a robust curriculum that lays a strong foundation for learning. Regular monitoring of educational quality ensures that teaching effectiveness is assessed across subjects. Recent training initiatives have focused on helping pupils retain knowledge over time. Subject leaders are dedicated to ensuring that learning is well-structured and interconnected, as seen in the coordinated teaching of historical themes alongside relevant literature.
Learning is organized in a clear manner, with teachers revisiting and deepening topics to enhance understanding. For example, sustainability concepts introduced in Year 8 are revisited in Year 11, reinforcing knowledge. Homework is utilized effectively, particularly in the sixth form, to encourage knowledge development and application. However, there are areas for improvement, particularly in the language curriculum, where the implementation has not been as effective. The retrieval of prior knowledge in language subjects lacks consistency, which affects students' writing quality and overall performance.
Assessment practices in most subjects are productive, with teachers using questioning techniques to gauge prior knowledge and facilitate deeper understanding. In English, students have opportunities to edit their work based on teacher feedback, a practice that is not yet uniformly applied in language classes. Misconceptions in language learning are not always addressed promptly, hindering progress in language acquisition.
The school is committed to inclusivity, ensuring that pupils with special educational needs study the full curriculum alongside their peers. Learning assistants provide targeted support outside of lessons to help these students develop essential skills. Despite experiencing high pupil mobility, the school follows local authority procedures to manage transitions effectively.
Staff members report feeling well-supported, with leaders actively working to reduce unnecessary workloads. The school has implemented measures to limit meetings and email communications, fostering a positive working environment. Safeguarding arrangements are effective, with comprehensive training and documentation in place to support staff and students alike. The school promotes online safety through assemblies and lessons, and the school council is engaged in developing an e-safety project.
Overall, Christ’s College Finchley continues to provide a good educational experience, with strong leadership, a supportive environment, and a commitment to continuous improvement. However, attention to the language curriculum and assessment practices in this area will be essential for further enhancing the quality of education provided.
