|Name||Ark Globe Academy|
|Ofsted Inspection Rating||Good|
|Address||Harper Road, London, SE1 6AG|
|Religious Character||Does Not Apply|
|Number of Pupils||1271 (53% boys 47% girls)|
|Number of Pupils per Teacher||12.7|
|Academy Sponsor||Ark Schools|
|Percentage Free School Meals||43.9%|
|Percentage English is Not First Language||44.8%|
|Pupils with SEN Support||13.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (23 October 2014)
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Information about this school
The Ark Globe Academy comprises an average-sized secondary school with a small, newly-opened sixth form and a primary school. All its students are educated on the same campus. Children in the early years attend the Nursery part time and the Reception classes full time. Nearly three quarters of the students are known to be eligible for support through the pupil premium, which is well above average. This is additional funding allocated by the government for students who are looked after by the local authority or known to be eligible for free school meals. The proportion of disabled students and those with special educational needs receiving extra support through school action, at about one in 12, is below average. About one in every eight students is supported at school action plus or with a statement of special educational needs, which is above average. No students are currently supported by an education, health or care plan. The number of students from minority ethnic backgrounds is much higher than in most schools of this size and the proportion of students who speak English as an additional language is above average. The proportion of students who join or leave the academy other than at usual transfer times is higher than in most secondary schools. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress, at the end of Year 6 and the end of Year 11. The academy offers work-related training for 13 students in Years 10 and 11 for three days per week, mainly at Ilderton Motors or the Building Lives organisation.
Summary of key findings for parents and pupils
This is a good school. Attainment in GCSE examinations is rising rapidly and is now above the national average. Students make good progress in English, mathematics and science. Students achieve well in a range of subjects in the secondary academy and they make outstanding progress in the primary school. High-quality teaching using a wide range of stimulating activities ensures that children in the early years make an excellent start to their learning. The sixth form is good. The students make good progress in their study programmes because they are well taught. Disadvantaged students, disabled students and those who have special educational needs make good progress because their achievement is tracked carefully and they are given support that matches their needs very well. Students of all ages show excellent attitudes to learning. They say they enjoy coming to the academy, and their behaviour is outstanding. Teaching is good throughout the academy and improving strongly. The staff have high expectations and make good use of information on what students know and can do to plan work that usually builds well on their previous learning. The Principal and the primary school headteacher provide outstanding leadership. Together with leaders at all levels they make sure that all staff and students know what is expected of them, check students’ progress in detail and give staff a very good range of training opportunities. The academy has had excellent support from Ark Schools in developing the curriculum and its assessment. The support for students’ spiritual, moral, social and cultural development is very strong. The governing body is well organised and highly effective. Governors are well informed about the academy’s strengths and development areas through regular meetings and visits. They track the impact of spending decisions very carefully. It is not yet an outstanding school because : Sometimes the work set for the most-able students is not demanding enough. Teachers do not always make clear to students what they are aiming to achieve in each lesson. Teachers do not consistently give students enough help in improving their work, and do not routinely expect them to respond to the advice given when it is marked.