City of London Academy, Shoreditch Park, located in Hackney, London, was inspected on November 26-27, 2019. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, leadership and management, and personal development also receiving good ratings. Behaviour and attitudes were rated as outstanding. This was the first inspection for the school, which opened in September 2017.
Pupils at the academy express pride in their school and feel safe within its environment. The leadership team has established high expectations, which pupils meet with enthusiasm. Attendance is strong, and punctuality is emphasized. The school offers a variety of additional activities that contribute to pupil happiness, including opportunities to learn musical instruments and participate in concerts and productions. The leadership team aims for the school to be among the best in the country, believing in the potential of all pupils regardless of their backgrounds. Instances of bullying are reported to be rare, and when they do occur, they are addressed promptly and effectively.
Pupils demonstrate exemplary behaviour and a positive attitude towards their work. They listen respectfully to one another and respond to staff requests without hesitation. The lunchtime routine encourages reflection, with pupils discussing weekly themes, showcasing their listening skills and maturity. The school has a clear vision for the quality of education, which has been successfully implemented in subjects such as mathematics, English, science, music, and physical education. In these areas, pupils learn in a logical sequence and have opportunities to practice their knowledge, preparing them well for future examinations.
However, there are areas for improvement, particularly in the humanities subjects like geography, history, and religious education. Pupils do not have sufficient time to reflect on and practice the knowledge they acquire in these subjects, leading to confusion in their understanding of historical events. The school’s structure allows pupils to choose their GCSE subjects in Year 8, which limits the depth of study in some areas. Pupils have expressed a desire for more in-depth study before making these choices. Additionally, the provision for religious education lacks the necessary depth and breadth.
The school promotes a wide range of extracurricular activities, including sports, music, and art clubs, which enhance pupil engagement. Public speaking skills are highly valued, and pupils have excelled in debating competitions. Through various school activities, pupils gain a solid understanding of what it means to be a British citizen today, discussing topics such as gender-neutral uniforms and discrimination with maturity.
The leadership team is committed to supporting all pupils, including those with special educational needs and disabilities. Teachers plan lessons that are accessible to all, providing both challenges and support. The school is well-managed, with staff feeling supported and receiving appropriate training. Safeguarding measures are effective, with regular training for staff and clear systems in place to identify pupils needing support.
To improve, the school must enhance the humanities curriculum to ensure it is as comprehensive as other subjects. Leaders are already taking steps to address this issue, indicating a commitment to continuous improvement. Additionally, the depth of religious education must be strengthened to support pupils' overall development. The school is on a positive trajectory, with a clear vision for the future and a commitment to providing a high-quality education for all its pupils.
