Haberdashers’ Crayford Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Haberdashers' Crayford Academy are part of a strong and inclusive community. They respect each other and show kindness and consideration to all. This is a school where pupils learn how to become active citizens.

They have many opportunities to develop leadership qualities in roles, such as school council representatives and prefects. Sixth-form students complete voluntary service in the local community. They help at food banks and in primary schools.

Leaders have high expectations of pupils and pupils meet these expectations most of the time. They behave well and support each other's well-being, for example, through taking on roles as anti-bullying ambassado...rs. Bullying is rare.

When it does happen, leaders deal with it effectively. Pupils enjoy school. They are safe here.

Pupils work hard in lessons, both independently and with their peers. They collaborate well with each other and enjoy their learning. They recognise and value the help that teachers give them.

Leaders provide pupils with a diverse range of opportunities to develop their talents and interests. Pupils can take part in sport, music, including a string ensemble and gospel choir, and drama. There are many clubs, including chess, modern foreign languages film club, and a culture and faith sharing group.

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

Leaders have designed a broad and ambitious curriculum. It is well sequenced, so that pupils build up their knowledge and skills in increasing depth over time. Leaders have taken action to increase the proportion of pupils studying the full range of English Baccalaureate subjects at GCSE.

All pupils study a GCSE in either history or geography. Leaders are also enriching pupils' experience of modern foreign languages in Years 7 to 9. This is leading to more pupils studying French or Spanish at GCSE.

Leaders have developed the curriculum to meet the needs and interests of pupils. There is a range of vocational courses on offer in Years 10 and 11 and in the sixth form. This provides pupils with pathways onto apprenticeships and employment.

Teachers have good subject knowledge and they help pupils to remember what they have learned before. They check pupils' work and provide them with feedback on how to improve. In sixth-form lessons, teachers promote discussion and debate and question students skilfully.

This helps students to deepen and extend their learning. However, in Years 7 to 11, some teachers do not secure pupils' knowledge and understanding before moving on to the next stage of learning. Also, some teachers select activities that do not help pupils to embed their knowledge and understanding.

Pupils with special educational needs and disabilities (SEND) access the same curriculum as other pupils. Leaders identify the needs of pupils with SEND well. Teachers and teaching assistants work together to meet the needs of these pupils.

Leaders also prioritise pupils at an early stage of reading. They check pupils' reading levels when they join the school and provide extra help in reading fluency and comprehension. This help includes phonics teaching for those pupils who need it.

Sixth-form pupils contribute to the school's reading programmes. They are 'reading buddies' for younger pupils and receive training to provide reading support to small groups of pupils in the library.

Pupils' attitudes to their learning are positive.

They are attentive in lessons and focus on their work. Many are keen to respond to teacher questioning. In the sixth form, students show a real interest in their chosen subjects and enjoy working in collaboration with their peers.

Leaders have established an environment where learning takes place with minimal disruption.

Leaders give high priority to pupils' pastoral care and personal development. They provide pupils with age-appropriate information about relationships.

Pupils also learn about equality and diversity and physical and mental health. They celebrate diversity through events, such as Black History Month and a school cultural day. Pupils receive appropriate careers information, education, advice and guidance.

In the sixth form, students value the help they get with their university applications. Leaders prepare pupils well for the next stage of their education or training.Leaders are providing a high-quality education.

They have established coherent approaches to curriculum design and delivery, and behaviour. Trust leaders support the school's development, for example, through professional development programmes for staff and enrichment opportunities for pupils. Trustees and governors ensure that there is rigorous oversight of key areas of provision, such as safeguarding.

Leaders show a commitment to building positive relationships with parents and carers. They play a central role in the local community. Staff enjoy working here.

They are well supported with regard to their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding.

They use their knowledge of safeguarding and of local safeguarding risks to good effect. They provide staff with regular training and updates. Staff are alert to pupils who show any signs of concern.

They take responsibility for safeguarding and report any concerns swiftly to relevant leaders. Leaders work well with external agencies to secure the help pupils need. They have also developed in-school services for pupils who they identify as being vulnerable to risk.

Pupils learn how to keep themselves safe, including online. Leaders prioritise this aspect of pupils' learning.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At key stage 3 and 4, some teachers do not secure pupils' knowledge and understanding effectively.

They either fail to check pupils' understanding of that content with enough rigour or select activities that are not well suited to intended learning outcomes. This means that pupils move on to the next stage of learning with gaps in their knowledge and find it difficult to build successfully on their previous learning. Leaders should ensure that teachers become more skilled in the range of strategies they need to help pupils secure essential knowledge and build progressively on that knowledge.

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