City of London Academy, Highgate Hill

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have set high expectations for all pupils. All pupils attend at two enrichment activities each week.

Pupils choose from a rich variety of activities, including Latin, fencing, crochet and a variety of sports. As a result, pupils deepen their interests and widen their horizons. Visits to universities raise pupils' aspirations.

Leaders have reviewed and revised the curriculum since the last inspection. Pupils build cumulative knowledge more securely in the subjects they study over time than in the past. They study a broad range of subjects and are interested in what they are taught.

Pupils are safe and enjoy coming to school. Students in the sixth form ...benefit from a range of support and guidance that helps them make informed choices for their courses of study and next steps. They leave the school well prepared for their next stage in education, employment or training.

Typically, pupils behave well in lessons and conduct themselves sensibly around the school. They are taught to be kind to each other and to be respectful of the differences of others. They are encouraged to keep themselves physically and mentally healthy and to keep safe online.

What does the school do well and what does it need to do better?

Leaders have worked hard to make changes to the school and raise standards of behaviour. A new behaviour system, 'TOP', is in place to encourage pupils' behaviour and attitudes to learning. As a result, routines are clear and embedded.

Pupils said they understand the school's expectations. They follow the school's rules and typically learning proceeds with little disruption. Parental surveys show that parents and carers are becoming more confident in the way behaviour is managed here.

Leaders take incidences of bullying seriously and deal with any issues quickly and effectively, although sometimes some parents feel under informed about the action that has been taken to resolve issues. Pupils attend school regularly and on time.

Leaders have spent time reviewing and developing the curriculum so that it is more ambitious for all pupils.

All pupils study the same curriculum. Pupils study a broad range of subjects to the end of Year 9. High numbers of pupils now study the English Baccalaureate subjects, including a modern foreign language, history and geography at GCSE.

Actions taken by leaders are having an impact. Typically, for example, pupils write in depth about what they have been taught. Pupils spoke confidently about what they have learned.

These improvements have not had time to show an impact on published examination results.

Pupils are encouraged by staff to read regularly in school. Leaders ensure that book choices reflect pupils' interests so that pupils are more motivated to read than in the past.

Pupils who may struggle with reading are identified early and appropriate support is put in place to help improve their reading fluency and confidence.

The school ensures that there are effective systems in place to identify the needs of pupils with special educational needs and/or disabilities (SEND). Information is shared with staff.

Although some training has taken place to develop ways to support pupils with SEND, sometimes teaching and resources are not routinely well adapted to meet the specific learning needs of individual pupils.

In lessons, teachers check routinely that pupils have learned the curriculum they have been taught. Pupils are helped to commit their learning to long-term memory through opportunities to recall prior knowledge.

Pupils are encouraged to extend their knowledge through regular 'Tenacity 20' independent-learning time. However, sometimes learning and resources are not carefully adapted to enable all pupils to complete this independent work. As a result, some pupils are not helped to deepen their understanding as securely.

In the sixth form, students choose to study a highly demanding set of subjects. Courses are tailored to suit students' preferences and their extremely high aspirations for their future studies. Students here are ambitious for themselves and, as a result, work hard and are very focused in their learning.

Teachers use their expert subject knowledge to enable students to deepen their understanding of the subject content they have been taught. Students are given detailed advice on the next steps which they follow in order produce high-quality work. As a result, students are well prepared for their A-level examinations.

Pupils are introduced to various professions and careers options through the school's personal, social, health and economic curriculum. In the sixth form, students benefit from an exceptional pastoral development programme that includes careers guidance, support and advice.

Pupils are taught, in an age-appropriate way, about healthy relationships and how to form positive friendships.

Through the curriculum and in assemblies they learn about issues that may affect them in their local area and how to keep themselves safe. The school works in partnership with a wide range of external groups to support them with this work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, information available about the needs of pupils with SEND is not used routinely to adapt teaching and resources to their needs. This affects how well some pupils with SEND learn the curriculum. Leaders need to ensure that information available is used fully to adapt teaching to meet the needs of all pupils with SEND.

• Sometimes, some parents would like more communication from the school about action taken to address incidences of bullying. As a result, some parents do not feel sufficiently reassured that the school has dealt with issues quickly and effectively. The school should ensure that through their communications, parents are clear that the school has taken action to address any concerns.