Arts and Media School Islington

What Ofsted said

From the inspection on 20 April 2023

Pupils are looked after well by staff. The school provides pupils with a caring and welcoming environment. Pupils enjoy coming to school and they feel safe. They appreciate the support that they are given by staff. Together with the ambitious curriculum, this helps pupils to achieve well in most subjects. Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND). This is an inclusive school where pupils have positive working relationships with their teachers. Staff reward pupils' behaviour and efforts based on the school's cornerstone values of confidence, aspiration, respect and reflection. Leaders do not tolerate bullying. When incidents of bullying occur, they are dealt with swiftly. Pupils generally behave well in lessons and during social times. They treat each other with respect. However, in a small number of instances, teachers do not make sure that pupils follow leaders' expectations for behaviour. Pupils are proud of the diversity of their school and the wide range of opportunities that are provided, including fundraising events for a local charity. Pupils are encouraged to develop their leadership skills through responsibilities such as head of year assistant, lunch helper and school council members. Pupils participate in a range of lunchtime and after-school clubs, including music, football, basketball, art and chess.

What the school should improve

• In a few subjects, leaders have not identified exactly what key concepts they want pupils to know and remember. Consequently, pupils do not build up subject knowledge long term as well as they could, particularly in key stage 3. Leaders should ensure that, across all subjects, they identify precisely what knowledge they want pupils to know and remember and make sure that teaching supports pupils to confidently recall this knowledge.
• Sometimes, the implementation of the curriculum does not check and pick up on aspects of learning that pupils are finding hard to understand. This means that in some subjects, misconceptions and gaps in pupils' knowledge are not addressed in a timely manner. Leaders should continue to train and support teachers in their use of assessment so that gaps in knowledge are addressed and, in turn, pupils improve their learning of the curriculum.
• In a few instances, teachers' expectations of pupils' behaviour are not consistent with those of leaders. This sometimes results in disruption to learning. Leaders should ensure that teachers make consistent use of effective strategies to enable pupils to manage their behaviour in line with the school's standards.

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