London Enterprise Academy

What Ofsted said

From the inspection on 1 October 2024

The school works with pupils to help them to achieve academic success. It supports pupils to make sure that they seize every opportunity that is offered to them. Staff inspire pupils to positively contribute to society, for example by taking part in charitable work. Pupils learn from a curriculum which is designed to prepare them for life beyond the school gates. The school has sequenced the knowledge that pupils need to learn in order to achieve well. Leaders are ambitious for pupils, including those with special educational needs and/or disabilities (SEND). However, this ambition is, at present, not fully realised in some aspects of the curriculum. This is reflected in the school's published outcomes. The school's effective actions mean that current pupils are rapidly improving their understanding within subjects and their ability to apply their knowledge. Pupils understand and follow the rules and expectations for behaviour. Their positive behaviour supports their own learning, as well as that of others in the classroom. Pupils are kept safe. They know who they can talk to if they have any concerns or worries. Leaders work with pupils, parents and carers to ensure that they understand the importance of pupils attending school each day. The school offers a range of enrichment opportunities. Pupils take advantage of these and talk about how much that they value them. They describe how much they enjoy their visits to London museums and landmarks and how this helps them with their learning.

What the school should improve

• Teaching does not routinely use assessment to check whether pupils have learned and remembered the essential knowledge set out in the curriculum. This means that pupils can develop misconceptions and gaps in their knowledge. The school should ensure that teaching routinely builds in effective checks of pupils' understanding to evaluate whether pupils are learning the intended curriculum and that any gaps identified are addressed.
• The PSHE offer for pupils is not designed in a systematic, coherent way. The school does not have clear oversight of what pupils are learning and when. The school should ensure that the knowledge pupils need to learn through the PSHE offer is clearly identified, sequenced and organised. The school should also develop the way it checks what pupils are taught and when, including ensuring that important curriculum content is not missed.

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