Eden Girls’ School, Waltham Forest

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About Eden Girls’ School, Waltham Forest

Name Eden Girls’ School, Waltham Forest
Website http://www.edengirlswalthamforest.com
Ofsted Inspections
Ms Aamena Mayet
Address Blackhorse Lane, Walthamstow, E17 5SD
Phone Number 02085231810
Phase Academy
Type Free schools
Age Range 11-18
Religious Character Muslim
Gender Girls
Number of Pupils 607
Local Authority Waltham Forest
Highlights from Latest Inspection


Eden Girls' School, Waltham Forest continues to be an outstanding school.

What is it like to attend this school?

Exceptionally high aspirations are the norm here. Leaders ensure that all pupils, including those from disadvantaged backgrounds, thrive academically and achieve highly.

Leaders have embedded an ambitious curriculum that provides opportunity for all, including those with special educational needs and/or disabilities (SEND). Teachers are knowledgeable and highly skilled at ensuring that all pupils make excellent progress through the curriculum. They plan learning with the goal of helping pupils to become experts in a subject.

They also help pupils to enrich and a...pply their learning outside the classroom, for example through carefully chosen trips and events.

Pupils feel happy and safe at school. They appreciate and respect the high standards and expectations that leaders set.

They also value the academic and pastoral support that teachers give them. Many described the school as being like a family.

Pupils' behaviour is exemplary.

Classrooms are calm and purposeful. On the very rare occasions on which bullying occurs, it is reported and dealt with effectively.

Pupils are keen to contribute to the school's ethos of tolerance.

They are extremely well prepared for life in modern Britain. Leaders work hard to encourage pupils to become confident and well-educated members of society. This includes offering numerous chances for pupils to take part in extra-curricular events outside of school.

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

Leaders provide an exceptionally high-quality provision at this school. They realise their clear and ambitious vision for excellence for all, including for pupils from disadvantaged backgrounds. Pupils succeed academically, and are well prepared for life beyond school.

The school environment is safe and nurturing. Teachers and pupils interact very positively. Pupils attend well and arrive punctually.

They respond to the school's rewards system which recognises both academic effort and success, as well as positive character traits such as helpfulness. If a pupil struggles to meet expectations, leaders spot this quickly and provide personalised additional help. Pupils are highly positive about their learning and wider school life.

They also appreciate how leaders continually recognise and celebrate their achievements, for example through the school magazine.

All pupils, including those with SEND, follow a broad and balanced curriculum. Nearly all obtain the English Baccalaureate qualification by the end of Year 11.

Pupils can select from a wide range of GCSE and vocational courses. Pupils who arrive needing support to read confidently are quickly identified. Leaders make sure they are supported to catch up, including through small-group phonics teaching where needed.

Pupils receive precisely targeted help to ensure they make the right choices for their future. The rich curriculum, combined with excellent pastoral care, means that pupils are well placed to be successful in their next school or college.

Subject leaders ensure that pupils are able to apply and connect what they learn in school to the wider world.

Pupils frequently take part in national competitions and events, such as those for debating, mathematics and science. School and local events, including the Holocaust Memorial Day and cultural diversity days, further promote pupils' understanding of wider society. Pupils are taught how to lead, for example through the Student Shura.

Being compassionate is a thread that runs through school life, and pupils regularly organise fundraising events for charity. All of this plays a part in leaders' aim to develop pupils into responsible citizens. Leaders keep a close eye on which pupils are participating in the wider curriculum offer, including clubs and activities.

They take effective steps to ensure that all pupils take part.

School and trust leaders ensure that subject leaders and teachers are well-trained experts in their subjects. Teachers identify and understand the needs of their pupils well, including those with SEND.

Across the subjects, teaching is adapted precisely to meet pupils' needs and teachers check pupils' understanding regularly.

Pupils benefit from a very demanding and well-sequenced curriculum. Teachers consistently help pupils to learn and remember knowledge in depth.

Pupils apply their knowledge fluently when learning new and more complex subject content.

Leaders provide high-quality guidance and professional development to staff. They tailor this support and training, as needed, to ensure that all staff meet their high expectations.

Equally, staff said that leaders are considerate of their well-being and workload. Members of the trust board and governing body are rigorous in overseeing the school's work.


The arrangements for safeguarding are effective.

Leaders have embedded strong systems to ensure that pupils at risk or in need are identified quickly. They train teachers and staff to recognise and report concerns. Pupils are taught how to stay safe and seek help.

They are confident about how to report concerns about themselves or others, and trust staff to help them.

Leaders ensure that pupils receive timely help from pastoral staff within the school. They also work productively with local agencies to ensure that pupils get the support they need.

Leaders, including governors and the trust, ensure that appropriate safeguarding checks are carried out on staff. Systems are followed scrupulously.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in April 2017.

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