Clapton Girls’ Academy

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About Clapton Girls’ Academy

Name Clapton Girls’ Academy
Ofsted Inspections
Headteacher Ms Anna Feltham
Address Laura Place, Lower Clapton Road, London, E5 0RB
Phone Number 02089856641
Phase Academy
Type Academy converter
Age Range 11-19
Religious Character Does not apply
Gender Girls
Number of Pupils 1194
Local Authority Hackney
Highlights from Latest Inspection

What is it like to attend this school?

Pupils have a thirst for learning new knowledge and ideas here, and demonstrate high levels of maturity. Staff guide pupils to be kind, honest, aim high and keep trying.

All pupils meet leaders' exceptionally high academic expectations.

They strive to learn all that they should. They participate enthusiastically in class. Younger pupils see students in the sixth form as role models who inspire them to achieve highly and act wisely.

Pupils are safe.

Pupils participate fully in a varied and high-quality selection of clubs and educational visits. The school develops pupils' specific talents and interests through activities and popular clubs including da...nce, football, drama, basketball and boxing club.

In the sixth form, all students take part in a range of enrichment activities, such as the Duke of Edinburgh's Award. The school also provides students in the sixth form with all the careers information and support that they need to make decisions about their future careers.

School-wide events, such as 'Clapton's Got Talent' and the 'Clapton Carnival' involve many pupils, and parents and carers.

In the sixth form, students take on leadership roles including leading assemblies and mentoring younger pupils.

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

Over many years, the school has designed and implemented a highly ambitious curriculum. This curriculum provides pupils with deep knowledge across a full selection of subjects from Years 7 to 9.

For example, all pupils study two languages until the end of Year 9.

Leaders at all levels make intelligent decisions to ensure that excellence is maintained across all areas of the school. Additionally, the school is mindful of the workload and wellbeing of staff, and takes this into account when implementing change.

The school is supported by trustees, who know the context and community of the area well and ensure that the school is held to account.

Subject leaders have ensured that the important knowledge that pupils should know is clearly taught and systematically revisited so that pupils retain this information in the long term. In art, for example, pupils learn to monoprint in Year 7.

In Year 8, they combine this skill with collages and in Year 9 use monoprints as part of photo montages. The school also ensures that pupils learn subject specific vocabulary across all subjects to enhance pupils' reading fluency. In the sixth form, teachers deploy their excellent subject knowledge to stretch academically and support sixth-form students to achieve the best academic outcomes possible.

The curriculum is delivered expertly. Approaches to teaching are highly subject specific and enable pupils to become subject experts. For example, in religious education, pupils are regularly asked probing questions throughout classes in order to crystalise their understanding of complex moral issues.

In mathematics, teaching regularly and precisely checks that all pupils know and remember what they have been taught.

Published academic outcomes over many years show that pupils achieve highly in their GCSE examinations and across all qualifications in the sixth form.

Leaders have set out very clear behaviour expectations that are understood by all.

Pupils help each other to be resilient and to persevere in their studies. They gladly follow the schools' expectations to be polite, and to listen to staff and each other. The school provides an expansive range of assistance for those pupils who need it so that these pupils also reach the school's high behaviour expectations.

Students in the sixth form exemplify the school's desired behaviours and attitudes to learning.

Leaders take fair and impactful action to ensure that pupils attend school regularly. As a result, attendance rates continue to rise following pupils' return to school after the COVID-19 pandemic.

The school supports pupils with SEND very effectively. Leaders ensure that help for pupils with SEND is carefully crafted across all subjects. Teachers make sensitive and appropriate adaptations to resources so that regardless of need, pupils with SEND can access the full content of the curriculum.

Pupils who need to improve their reading confidence and fluency receive effective support too. The English faculty has carefully chosen a wide selection of books to engage and enthuse all pupils, no matter their starting point, so that they can improve their fluency and confidence in reading.

The school has organised a full careers programme across each year, for pupils of all ages, including careers-focus days.

During focus days, pupils are taught topics including financial literacy in Year 7 and in Year 12, students take part in a stock market challenge. Pupils appreciate these highly informative and well-organised events.


The arrangements for safeguarding are effective.

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