Royal Docks Academy

What Ofsted said

From the inspection on 27 January 2026

Leaders and staff work together to create an environment where pupils feel welcomed and included. This work is improving, and this is having a positive impact on attendance. Pupils are kept safe here. There is a large pastoral team, and pupils are clear about who they can speak to if they have concerns or face challenges. Pupils also receive support from the 'kindness ambassadors'. Pupils are polite and respectful, and there are warm relationships between staff and pupils. Behaviour in lessons and around the school is positive. Staff are vigilant about bullying. When it occurs, it is dealt with swiftly and fairly. The school awards pupils who demonstrate good character. This helps pupils to understand what the school expects of them. However, leaders do not have a clear vision for pupils’ wider personal development. This means there is a lack of clarity about what pupils are working towards. Pupils achieve well, especially disadvantaged pupils, as reflected in outcomes in national examinations. Pupils with special educational needs and/or disabilities (SEND), including those in the ‘Bolt’ class and the specially resourced provision for pupils with SEND, benefit from a bespoke curriculum. This helps them to make progress academically and personally. Leaders have begun work to improve teaching quality and consistency across the curriculum. Where this work is having an impact, the new routines are helping pupils to become confident and independent learners. Leaders know there is more work to do to achieve their ambitious aims. Pupils enjoy a wide range of enrichment activities. These include sporting activities such as cycling and rowing, as well as learning new skills, including gardening, debating and journalism. The school ensures that all pupils, including those with profound needs, are supported to attend trips and take part in work experience.

What the school should improve

• Leaders should continue to strengthen their work to improve effective teaching methods so that staff are applying these methods consistently across subjects and phases.
• Leaders should ensure that staff identify those pupils who are quietly disengaged in lessons so they can provide the support these pupils need to engage fully and acquire the knowledge they need to achieve.
• Leaders should develop and communicate a clear set of aims for their personal development programme so that pupils know what they are working towards and staff can assess their progress towards those aims.
• Leaders should ensure that staff have a clear understanding of pupils’ individual learning goals so that adaptations are more closely aligned with the goals pupils are working towards.
• Those responsible for governance should ensure they have fully up-to-date knowledge of the statutory requirements with regards to the 'Prevent' duty in order to strengthen their oversight of the school's work in this area.

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