Canary Wharf College Crossharbour, located in London, underwent an inspection on May 9 and 10, 2024, and received an overall effectiveness rating of Requires Improvement. The interim headteacher, Geoff Roberts, leads the school, which is part of the Canary Wharf College multi-academy trust overseen by CEO Joanne Taylor and trustee chair John Afolayan. The school emphasizes a strong ethos, focusing on six character strengths, and students generally display politeness and orderly behavior. However, inconsistencies in the application of behavior management systems have been noted, impacting the overall school environment.
The curriculum is ambitious and well-structured, allowing many students to achieve commendable results. Nonetheless, support for students with special educational needs and disabilities, as well as those struggling with reading, is inadequate. This lack of robust support limits the potential for these students to excel academically. The school offers a variety of enrichment activities through its 'floreat' program, and students benefit from educational visits to enhance their learning experiences.
While the school maintains a safe environment, some students express feelings of insecurity in certain areas and lack confidence in reporting concerns. Recent leadership changes have affected student experiences, contributing to a decline in confidence among parents and carers regarding the quality of education provided. The school has developed a curriculum that aligns with national expectations, with subject leaders carefully considering the knowledge students should acquire. However, adaptations for students with SEND are not consistently implemented, hindering their access to the curriculum.
Support for students who struggle with reading is minimal, with no comprehensive program in place to identify and assist these learners. Additionally, reading across the curriculum has not been prioritized, resulting in difficulties for early-stage readers in accessing various subjects. Leaders have made efforts to improve attendance and behavior management systems, but the application of high expectations varies among staff, leading to reports of bullying that are not consistently addressed.
The personal, social, health, and economic education program is detailed but has limited effectiveness in enhancing students' understanding of critical issues. Although a student council exists, students feel their voices are not always heard in decision-making processes. The careers program is still developing, with limited guidance for younger students regarding subject options.
Staff generally feel supported in their professional development, but some express concerns about workload due to recent changes. Parents have mixed opinions about the school's effectiveness, with some supporting recent changes while others are dissatisfied with the impact of staffing turbulence, particularly concerning SEND provision. Leaders lack a collective understanding of the school's strengths and weaknesses, resulting in unclear improvement plans and priorities.
Safeguarding arrangements are effective, but some staff have not received timely training, limiting their understanding of safeguarding procedures. Record-keeping for incidents, including bullying, is inadequate, preventing effective analysis of behavioral patterns. The school must enhance its systems to ensure comprehensive training for staff and improve documentation of reported concerns.
To improve, the school and trust need to establish a clear understanding of current strengths and weaknesses, ensuring that improvement plans are well-defined and communicated to all stakeholders. The provision for students with SEND and those struggling with reading requires a more coherent approach to support their learning effectively. Engaging parents and students in decision-making processes will also be crucial in rebuilding confidence in the school's leadership and educational quality.
