The Totteridge Academy

What Ofsted said

From the inspection on 25 November 2025

This school has very high ambitions for what all pupils can achieve. Pupils recognise the high-quality education that they receive and the benefits that this affords them. The broad and very well-designed curriculum is delivered by dedicated subject specialists. Pupils' attainment in national examinations has been above the national average for several years. Pupils who are disadvantaged and pupils with special educational needs and/or disabilities also achieve highly. This ensures that pupils move on to highly aspirational and well- matched destinations once they leave the school. There is a true sense of community at The Totteridge Academy. Pupils respond extremely well to the trust placed in them and to the school's aspirational culture. Staff forge strong relationships with pupils and provide high-quality pastoral care. The school has an expert team of trained professionals, therapists and mentors who work effectively with pupils to break down barriers to their learning and/or wellbeing. Dedicated spaces, such as the inclusion hub, further help to foster a sense of inclusion. Pupils take great pride in calmly walking the two school dogs Bonnie and Rosie. Pupils are highly courteous and respectful. Their positive conduct sets a happy tone. They feel safe in school and free from bullying. Pupils have a mature approach to their studies. They are keen to learn as well as they can. Pupils' personal development matters here. They enjoy a breadth of opportunities that enrich the curriculum, including participating in Mathemagicians, the Physics Olympiad, Young Philosophers clubs and theatre trips. As part of this offer, pupils are taught to work together and to learn new skills. This contributes to pupils' welcoming approach to others. The school ensures that all pupils access the full range of opportunities on offer. Purposeful careers advice and guidance run through the school's work. Work experience opportunities and visits to colleges and universities contribute well to the careers programme and ensure that pupils are well prepared for life in modern Britain.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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