Edmonton County School

What Ofsted said

From the inspection on 23 April 2024

The school has a strong commitment to supporting pupils' academic success. To achieve this, leaders have designed a curriculum that meets the needs of pupils, including pupils with special educational needs and/or disabilities (SEND). High academic expectations are well matched by the school's support for pupils' well-being. Pupils feel safe and cared for here. They settle quickly in lessons and respond positively to the school's expectations of conduct, particularly in the primary phase. In the secondary phase, sports clubs are popular and some of the school's competitive teams are borough champions. Students in the sixth-form leadership team organise various events in school, including charity fundraising. Pupils in the primary phase attend many clubs, including dancercise, computing, choir and athletics. The school involves parents and carers in their children's learning in the Reception Year through sessions such as 'stay and read' and 'stay and play'. The school also organises educational outings for pupils that deepen pupils' learning further. The careers programme across the secondary phase is well organised. Pupils spoke positively about careers days, during which they learn about future career opportunities, which inspire their ambitions. From Year 8 onwards, pupils visit universities across England to raise their aspirations for the future.

What the school should improve

• Sometimes, processes to check the quality of the school's work, including systems that underpin safeguarding, are not equally rigorous. This limits the ability of senior leaders, members of the local governing body and trustees to identify the impact of actions taken and identify where further improvement is needed. Members of the trust should sharpen the processes of accountability to drive further improvement.
• In some foundation subjects, across both phases, teaching does not routinely check how well pupils recall what they have been taught. This sometimes affects how securely pupils connect new knowledge to their prior learning when they have gaps in what they remember. The school should ensure that teaching checks that pupils remember what they have been taught and addresses any gaps or misconceptions that are identified, before introducing new content.

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