|Name||Haberdashers’ Aske’s Hatcham College|
|Ofsted Inspection Rating||Good|
|Inspection Date||26 February 2019|
|Address||Pepys Road, New Cross, London, SE14 5SF|
|Religious Character||Does Not Apply|
|Number of Pupils||1827 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.7|
|Academy Sponsor||The Haberdashers' Livery Company|
|Percentage Free School Meals||14.8%|
|Percentage English is Not First Language||21.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The college is much larger than the average-sized school. It is an all-through school, providing for pupils between the ages of three and 18, and operates from three different sites. The proportion of pupils from minority ethnic groups and the proportion of pupils who speak English as an additional language are much higher than those found nationally. The proportion of pupils with SEND is below average. The proportion of disadvantaged pupils supported by the pupil premium grant is broadly average. There are currently a few pupils who are taught at New Cross College, an alternative provision away from the school, for part of the time. The school is governed by the Haberdashers’ Aske’s Educational Trust and is the lead school of the trust’s federation, incorporating two other local academies. The federation has established a teaching school alliance ATLAS which provides a range of programmes for continuing professional development. The federation is led by a chief executive officer who line-manages the principal. The current principal has been in post since September 2018.
Summary of key findings for parents and pupils
This is a good school The principal and leaders at all levels are unswerving in their commitment to improve the life chances of all pupils at the school. After a brief period of decline, the school is now back on track. Standards are improving quickly. Current pupils of all abilities are making better progress than those in the past because teachers’ expectations of them are higher. Teaching is strong in all sections of the school, because teachers work hard to develop their professional skills. As a result, pupils make good progress in the main school and sixth form. Trustees and governors know the school thoroughly. They are ambitious for the school and challenge and support senior leaders well. The curriculum is carefully constructed; it is appropriate to pupils’ needs and equips them with the skills and knowledge they need for life. Good provision in the sixth form ensures that students achieve well in a range of academic and vocational subjects. Pupils behave well around the school and in lessons. The school’s inclusive ethos enriches pupils’ spiritual, moral, social and cultural development. Careers education and guidance are key strengths. Staff are effective in supporting pupils’ personal development and welfare. Provision in the early years is outstanding. The outside area has been transformed, and children engage happily and enthusiastically in learning and play. They make excellent progress in many areas of learning. Some teachers do not check pupils’ progress well enough in lessons or intervene where necessary to improve learning. Sometimes, teachers do not set tasks and activities that deepen the understanding of higher-attaining pupils. Some subject leaders are not sharp enough at using information about pupils’ progress to improve the quality of teaching.