Haberdashers’ Borough Academy

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About Haberdashers’ Borough Academy

Name Haberdashers’ Borough Academy
Website http://www.habsborough.org.uk
Ofsted Inspections
Mr Thomas Howells
Address 94B Southwark Bridge Road, London, SE1 0EX
Phone Number 02037641321
Phase Academy
Type Free schools
Age Range 11-18
Gender Mixed
Number of Pupils 704
Local Authority Southwark
Highlights from Latest Inspection

What is it like to attend this school?

There is a strong community at the heart of this growing school.

The school values of community, kindness, aspiration and resilience are lived out by pupils and staff. Staff take time to get to know their pupils well and relationships are positive. Great care is taken to make sure pupils get the support that they need to be successful.

Pupils are safe here and trust that adults will take care of them.

The school has high aspirations for all pupils. Pupils behave well and show respect for one another.

They have many opportunities to have their voices heard and to contribute to key decisions. There is an active pupil council that has been able to enact... changes in the school and lead on events, such as a successful 'Culture Day'.

Leaders have ensured that all pupils have access to the wide range of enriching experiences that are available in this central London location.

Pupils are exposed to many different ideas through regular visitors such as artists, scientists and historians. Pupils are provided with the opportunity to learn instruments through their music lessons. A high proportion continue with individual lessons, with plentiful opportunities to perform.

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

Leaders have been highly successful in managing the significant challenges faced in the last few years. This includes the development of the school site as well as an expanding school community. Leaders at trust level have been instrumental in ensuring that pupils continue to receive a high-quality education and that staff are supported to deliver it.

Changes in leadership have been carefully managed and staff are very positive about the new leadership team.

The school is ambitious for all pupils. There is a rich, broad curriculum in place for most subjects.

This has been tailored to reflect the school community. Teachers have strong subject knowledge and new teachers are well supported as they join the school. The curriculum is in an earlier stage of development in some subjects.

Leaders continue to review the quality of the curriculum with support from subject specialists from across the trust. This is helping leaders to achieve their ambitious curriculum goals.

The school has considered how to sequence the curriculum so that it builds pupils' knowledge over time.

For example, as pupils move up the school, they develop a depth of historical knowledge about migration and how it has shaped Britain past and present. In English, pupils explore big ideas such as relationships, power and conflict, through different types of literature. In lessons, teachers routinely refer to key themes and draw on earlier subject content to help pupils make connections in their learning.

Leaders have high expectations for pupils' behaviour. They take decisive actions, for example, in ensuring that staff and pupils understand and follow the new behaviour system. Where needed, leaders put strategies in place to help individual pupils to meet those expectations.

There is a calm and purposeful atmosphere in lessons and around the school. Typically, pupils behave well and work hard to achieve their best. Pupils with special educational needs and/or disabilities (SEND) receive the support they need and achieve well.

Pupils are well prepared for their next steps. Through the tutor programme, they learn about important and highly relevant topics that help them make informed decisions about their well-being. This includes knowledge about their rights, including in the workplace.

Pupils are exposed to a wide range of career opportunities that help inform their subject choices. They learn about the work of charities and have opportunities to contribute to their community.

The trust and the local governing body know the school well.

They help ensure that the welfare of staff and pupils is at the heart of decision-making. Staff benefit from high-quality training and participation in professional networks. They value the collaborative work ethos that leaders have established.

Pupils attend school regularly. Leaders have strong systems in place to ensure that, where needed, pupils and families receive targeted support to help improve their attendance.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not yet fully embedded. Teachers are still developing new curriculum content while working to refine the existing content and develop staff expertise. The school should continue their work to train and support staff as they embed the new curriculum in these subjects.

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