Eastlea Community School, located in Canning Town, London, was inspected on April 19 and 20, 2023. 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 needing enhancement. However, the school demonstrated good performance in behavior and attitudes, as well as personal development. This was the first inspection under the current framework since the school opened in January 2021.
The leadership team has prioritized pupil safety and has been proactive in addressing concerns, collaborating with external agencies when necessary. The school fosters an inclusive environment, welcoming students from diverse backgrounds, many of whom join mid-year. Initiatives such as anti-bullying ambassadors and a school council promote positive interactions among pupils. The curriculum includes education on various faiths and social justice, contributing to a respectful school culture where incidents of discrimination are rare and effectively managed.
Pupil behavior has shown significant improvement, with most students displaying positive attitudes towards learning and a desire to succeed. The leadership team has high aspirations for the school, evident in the positive behavior, attendance rates, and the variety of extracurricular activities available. However, there are concerns regarding the curriculum in certain subjects, which do not adequately support pupil learning, particularly for those with special educational needs and disabilities.
Since joining the trust in January 2021, the school has faced challenges, particularly in improving safeguarding and behavior management. While some middle leaders are new and still embedding improvements in their subjects, there are gaps in the depth of subject knowledge that pupils are acquiring. The curriculum is broad, including subjects like drama and further mathematics, and the school has a high percentage of pupils studying for the English Baccalaureate, reflecting ambitious educational goals.
Despite these strengths, inconsistencies exist in curriculum delivery across subjects, leading to gaps in pupil knowledge. Some teachers struggle to effectively assess pupil understanding, resulting in misconceptions going unaddressed. In subjects like art and geography, pupils demonstrate strong technical language skills and produce high-quality work, indicating effective teaching in those areas.
Leadership for pupils with special educational needs has recently been strengthened, but some provisions still fall short of meeting pupil needs. The use of education, health, and care plans is not always effective in guiding ambitious curriculum goals. Additionally, the support for pupils learning to read is underdeveloped, with insufficient staff expertise hindering the progress of some students.
Most teachers manage low-level disruption well, and the school has seen a decrease in suspensions and internal exclusions. Pupils engage in community initiatives, enhancing their sense of responsibility and connection to the local area. Careers education is robust, providing pupils with opportunities to interact with employers and explore future pathways.
While the majority of staff support the changes being implemented, some members of the school community have expressed concerns about leadership and safeguarding management. Leaders are committed to addressing these concerns and have engaged with local authorities to ensure effective safeguarding practices.
The school has effective safeguarding arrangements in place, with leaders understanding the risks pupils may face. Staff are trained to report concerns, and pupils receive education on self-care and safety. Most pupils feel safe at school and know where to seek support.
To improve, the school must clarify curriculum expectations and ensure consistency in delivery across subjects. Leaders should enhance the curriculum for pupils with special educational needs and ensure that reading support is effectively implemented. Identifying pupils who struggle with reading and developing staff expertise in teaching reading are essential steps for the school’s progress.
