|Name||Eden Girls’ School Waltham Forest|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||26 April 2017|
|Address||Silver Birch House, Blackhorse Lane, Walthanstow, E17 5SD|
|Number of Pupils||538 (100% girls)|
|Number of Pupils per Teacher||14.5|
|Academy Sponsor||Star Academies|
|Local Authority||Waltham Forest|
|Percentage Free School Meals||27.1%|
|Percentage English is Not First Language||83.1%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Eden Girls School, Waltham Forest opened as a new free school in September 2014. It is one of 18 schools within the Tauheedul Education Trust (TET). The school opened because of the community’s demand for a new and high-achieving school for girls from a Muslim background. The school opened with 150 pupils, 100 in Year 7 and 50 in Year 8. Since September 2015, approximately 100 pupils have entered Year 7. With 346 pupils, the school is currently much smaller than the average-sized secondary school. In response to local demand, from September 2017 onwards, the school expects to expand each year with 120 pupils per year group. The school is currently oversubscribed with three applications for every place offered. When full to capacity, the school expects to have 840 pupils on roll. This will include the sixth form, which the school plans to open with 200 students in September 2018. The school is an Islamic faith school. The proportion of pupils known to be eligible for the pupil premium funding is well above the national average. . The vast majority of pupils are from Asian heritage, and almost all are speakers of English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is well below the national average. No pupils currently on roll attend an alternative provision. The school is currently undergoing refurbishment. The expected completion date is September 2018. A 16-19 creative arts provider currently shares the school’s site. The school’s specialism is leadership, the main field of interest in all schools within the Tauheedul Education Trust. The Tauheedul Education Trust is the main governing body with legal responsibility for all schools within the trust. The local governing body focuses on the day-to-day responsibilities of the school. As a new school in its third year, it is too soon to report standards in public examinations. The first cohort of Year 7 pupils, now in Year 10, will take the first public examinations during the current summer term, 2017, in ICT and religious education. This group of pupils will enter Year 11 in September and will take a range of GCSE examinations in the summer term 2018.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher’s excellent leadership and high expectations have led to the school developing and sustaining outstanding practice since it opened in 2014. Leaders, including the trust, have helped the local community to realise its dream – to create a school where pupils are nurtured and inspired to become tomorrow’s leaders. Other senior leaders and managers provide very good support. Staff do whatever it takes to ensure that pupils achieve well, academically and socially. Pupils respond well to the high expectations of work and behaviour. Leaders, including the governing body, have created a school where pupils are happy and confident about their safety. Pupils thrive well. Teaching across the school is of a high standard. This is a result of the excellent training and development, which enables teachers to sharpen their skills. As a result, staff morale is high. Work in pupils’ books and validated assessments shows that pupils make rapid progress from different starting points. This is significantly above national averages in all subjects. The school’s systems for assessing and tracking pupils’ rates of progress are exemplary. Leaders use data and external validation relentlessly to verify pupils’ progress. The progress of the most able pupils is outstanding. These pupils rise to the challenges of early entry in religious education, information and communication technology (ICT) and to studying GCSE Arabic within a short time. Disadvantaged pupils, including the most able, and pupils who have special educational needs and/or disabilities, achieve significantly above average. Behaviour is impeccable. As ‘go getters’, pupils are disciplined and keen to learn; so their attendance is consistently high. They uphold strong moral values and are polite and respectful to each other, staff and visitors. The curriculum is well structured with an emphasis on the EBacc subjects. It provides openings for pupils to pursue alternative courses and interests. Drama and other subjects are still to be introduced. Opportunities abound for pupils to explore and develop leadership skills. Parents express a high level of satisfaction with the school’s work and commitment to pupils. Leaders’ alertness to safeguarding concerns means that pupils are safe from harm. Leaders and staff are responsive to pupils’ needs. The governing body and the trust provide the expertise and high levels of challenge and support to ensure that leaders are strongly held to account for pupils’ progress.