Archway School

What Ofsted said

From the inspection on 14 April 2026

At Archway, pupils enjoy being part of their school community. They appreciate the opportunities they have to develop their interests, for example in the arts or sporting activities. Most pupils enjoy their learning. However, some pupils do not receive the support that they need in lessons to build on what they have learned before. For example, some pupils with special educational needs and/or disabilities or those who face other barriers to learning do not benefit consistently from adaptations to teaching so that learning is well matched to their needs. As a result, they do not achieve as well as they could. Post-16 students also experience inconsistencies in the quality of teaching in some parts of the curriculum. This affects how well they achieve, including in their A-level courses. Pupils generally have positive relationships with their peers and staff. Most feel that staff support them with their learning and provide valuable experiences beyond the classroom. For instance, pupils benefit from educational experiences, including opportunities to perform in an annual school musical or going on a skiing trip. Pupils build their resilience and character in different ways. For example, many take part in the Duke of Edinburgh’s Award. Some pupils hold leadership positions, such as being members of the school council. These opportunities build their understanding of how to be a positive member of the school and wider community. Most pupils behave well and meet the school’s expectations for pupil conduct. However, a minority of pupils cause disruption. Some do not show enough respect to others. Pupils can see the work leaders are doing to deal with poor behaviour. Bullying is dealt with effectively. This helps pupils to feel safe. Some pupils do not attend school regularly enough, with the proportion of pupils who miss several days of school being higher than national averages. This hinders their achievement and participation in personal development activities.

What the school should improve

• Leaders need to ensure that identified pupils with barriers to learning have their changing or emerging needs tracked and that appropriate strategies to remove barriers are implemented effectively.
• Leaders need to ensure that the curriculum is adapted consistently well in all subjects and across all key stages to meet the needs of pupils, including those with special educational needs and/or disabilities, so that all pupils know more and remember more over time.
• Leaders need to ensure that teachers have high expectations of all pupils in all key stages, which would be reflected in high-quality work being produced.
• Leaders need to ensure that newly introduced strategies to remove attendance barriers help more pupils to attend regularly.
• Leaders need to ensure that the ambition and challenge of the post-16 programme of study is consistent so that students achieve consistently well.
• Leaders need to ensure that the well-considered strategies to improve areas that need development are embedded so that their positive impact is realised.

Read the full Ofsted report (opens in a new tab)