Lammas School and Sixth Form, located in Leyton, London, underwent an inspection on September 12 and 13, 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behavior and attitudes, leadership and management, and sixth-form provision. The previous inspection had rated the school as inadequate. The head of school is Carla Kenny, and the institution is part of the Griffin Schools Trust, overseen by CEO Anne Powell and a board of trustees chaired by Mike McCreedy.
The inspection revealed that pupils, parents, and carers recognize the school’s efforts to improve. There is a consensus that expectations have been raised across various aspects of school life, which pupils find fair and beneficial for their learning. The curriculum is broad, particularly for students in Years 7 to 9, and the school emphasizes safety and compliance with teacher instructions. However, some pupils still exhibit negative attitudes towards learning, leading to occasional disruptions in class. Instances of unkind behavior among a few students also persist, contrary to the school's expectations.
The personal development program encourages students to engage with complex issues such as race and justice, and the school organizes educational visits to universities and cultural institutions. Participation in competitive sports is encouraged, and sixth-form students receive guidance on mental health and study skills. The careers information provided is clear and assists students in making informed decisions about their futures.
Despite these positive aspects, the school faces challenges. Senior leaders acknowledge the need for further improvement and recognize that the assessment of the impact of their actions is sometimes insufficiently rigorous. The proportion of pupils studying the English Baccalaureate is low and declining, which is a concern for the school’s aspirations for academic achievement.
Curriculum development has been a focus, with efforts to clarify learning objectives and ensure a coherent approach across subjects. For instance, the mathematics curriculum aims to build knowledge progressively, helping students avoid common errors. However, much of this development is new and has not yet demonstrated a sustained impact on academic outcomes. High staff turnover has also hindered the effective delivery of the new curriculum, and there are concerns that teaching does not consistently provide opportunities for students to practice and reinforce their learning.
Behavior in class has improved, particularly in the sixth form, where students generally exhibit sensible behavior and maintain professional relationships with teachers. However, low-level disruptions remain an issue in Years 7 to 11, occasionally detracting from learning time. The school has implemented systems to monitor attendance and prevent students from skipping classes, but the effectiveness of these measures is not rigorously evaluated.
The school has made strides in improving conduct around the premises, with increased supervision and raised expectations for staff. Nonetheless, inappropriate language and behavior, particularly among older students, are not consistently addressed. The school has established a system to support pupils with special educational needs and disabilities, ensuring that teachers are informed about how to assist these students effectively.
In summary, while Lammas School and Sixth Form is making progress in various areas, significant challenges remain. The school must enhance its assessment processes, ensure consistent implementation of behavior policies, and continue to develop its curriculum to secure better academic outcomes for all students.
