|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2018|
|Address||New River Sports Centre, White Hart Lane, London, N22 5QW|
|Number of Pupils||42 (71% boys 29% girls)|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||52.4%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The Footsteps Academy aims to ‘provide students with the necessary tools and skills to build a successful future and to be able to make a positive contribution to their community.’ The Footsteps Academy was founded in 2010 as a Football Academy by the current Principal and CEO. The Footsteps Academy was registered by the Department for Education in February 2015, and this is its second standard inspection. Since the previous inspection, the school no longer operates across three sites, but two. In autumn 2017, trustees assigned one site for the education of girls, and the other for boys. The school is registered to educate up to 80 pupils. There are currently 45 pupils on roll, aged between 12 and 16. Most are referred from local authority secondary schools in the London Boroughs of Haringey, Hackney, Islington and Camden. The Footsteps Academy caters for pupils who have a record of poor behaviour and attitudes or a history of poor attendance. The Footsteps Trust is overseen by a Trustees Committee, and chaired by one of the trustees. The school does not use any alternative provision.
Summary of key findings for parents and pupils
This is a good school Since the previous inspection, leaders have improved the school. As a result, the school provides its pupils with a good education. Teachers use assessment information well to plan learning that helps pupils make good progress from when they join the school. The curriculum provides pupils with a suitable range of subjects that meet their needs. Further, leaders give pupils good-quality career information and guidance. As a result, the vast majority of pupils continue into post-16 education. All members of staff care greatly about the well-being of pupils. They offer pupils much personal mentoring to help them build their self-belief. They encourage them to improve their behaviour, develop positive attitudes to learning and to aspire for successful careers. Through working with a range of agencies, leaders ensure pupils’ well-being and safety. Pupils get on well together in the school and feel safe. They have many opportunities to learn about dangers and how to keep themselves safe. Pupils mostly join this alternative provision with much lower standards than expected for their age. As a result of good pastoral care and teaching, they make good progress in their personal development and academic learning. Pupils attend this school more regularly than they typically did at their previous schools. There are some, however, who do not arrive punctually. They miss learning at the start of the day and this slows their progress. At times, teachers do not set tasks that are challenging enough for the most able pupils. This limits their potential to reach higher standards. Teachers give feedback to pupils in line with the school’s policy. Not enough pupils, however, make the expected improvements to their work. This slows their progress. Teachers regularly set homework to consolidate pupils’ learning. Some pupils do not, however, complete the work. Leaders make sure that all the independent school standards are met. Trustees, however, do not challenge leaders and check regularly on the quality of teaching and pupils’ outcomes. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.