Chelsea Academy

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About Chelsea Academy

Name Chelsea Academy
Ofsted Inspections
Principal Mrs Mariella Ardron
Address Lots Road, Chelsea, London, SW10 0AB
Phone Number 02073763019
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character Church of England
Gender Mixed
Number of Pupils 1182
Local Authority Kensington and Chelsea
Highlights from Latest Inspection

What is it like to attend this school?

The school's vision of 'learning to flourish together' is at the heart of everything that happens. Leaders have high expectations for all pupils.

Pupils rise to these expectations. They work hard and behave well. The school ensures high ambition in its work.

Leaders make sure that pupils are central to all decision-making.

Throughout the school, including the sixth form, pupils enjoy their learning and attend school regularly. Pupils who are new to the school are made to feel very welcome.

Pupils are proud to be part of Chelsea Academy.

Pupils feel safe in school and behave well. Bullying is rare and, where this exists, the school is in dealing with it properly.

Pupils are taught, in an age-appropriate way, about keeping themselves safe. Pupils enjoy a variety of enrichment opportunities. For example, pupils get to take on leadership roles through the school.

Pupils in Year 8 particularly like the residential visit to Bournemouth.

What does the school do well and what does it need to do better?

The school's curriculum is broad and ambitious. Pupils study a wide range of subjects.

Pupils particularly enjoy languages and an increasing proportion choose to study languages in Years 10 and 11. The curriculum is designed to ensure that pupils build up their knowledge over time in each subject. What pupils learn in lessons builds on what they have been taught previously.

Leaders have considered carefully what pupils need to know and when. Leaders adjust the curriculum appropriately to respond to pupils' needs or gaps in their knowledge. For example, in physical education (PE), leaders have introduced extra swimming lessons for pupils in Years 8 and 9.

This has allowed leaders to address gaps in pupils' knowledge of swimming strokes and water safety.

Typically, teachers have strong subject expertise. They build good relationships with pupils.

In lessons, teachers check what pupils know and what they have remembered from previous learning. For example, pupils in Year 11 used their prior knowledge of calculation to help them solve more complex problems. They used mathematics terminology well to explain the reasons for their answers.

The school has introduced some new systems and approaches for supporting pupils in lessons, particularly to help pupils with special educational needs and/or disabilities (SEND). Although these pupils achieve well overall, some of these new approaches are not firmly embedded. Occasionally, activities are not adjusted well enough to meet pupils' needs.

This means that, sometimes, these pupils do not keep up with their learning as well as they might.

The school prioritises reading within the curriculum and during 'coaching time'. Pupils are enthusiastic about reading.

Those who need more help with learning to read are given the support they need.Students in the sixth form are positive about school and enjoy taking responsibility for their learning. Students rise to the challenges set by teachers.

For example, in Year 13, students demonstrated a sophisticated understanding of chemical calculations of several atoms.

The school is a calm and orderly place. In the main, pupils behave well and have positive attitudes to their learning.

Leaders work effectively to ensure that pupils attend school regularly.

The school's ethos and values are key features in developing pupils' character. The school uses a variety of approaches to help pupils learn about themselves and others, including values such as democracy and perseverance.

For example, pupils benefit from 'coaching time' and assemblies, which focus on a variety of concepts. The school's new 'flourish 8' initiative focuses on pupils' independence. Pupils get to take part in a range of enrichment programmes, including in the arts.

They particularly enjoy the extensive sporting opportunities, including rowing on the River Thames. Students in the sixth form are strong role models to younger pupils. For example, students get to help younger pupils by giving them extra reading support.

The school's careers programme provides pupils with advice and guidance about their future studies and options. Pupils take part in workshops led by different employers. Pupils in Year 10 and the sixth form take part in well-planned and suitable work experience opportunities.

Leaders, including governors, have an accurate understanding of the school's strengths and the areas that need further development. Leaders have worked effectively to build strong partnerships with parents, carers and the wider community. Parents are supportive of the school's work and appreciate the regular communication they receive.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has introduced some new approaches for supporting pupils in lessons, particularly for pupils with SEND. Some of these approaches are not fully embedded.

This sometimes leads to inconsistencies in how well these pupils are supported in lessons. The school should ensure that the new approaches are embedded. It should ensure that, in all subjects, lessons are adapted effectively to meet pupils' different needs.

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