Paddington Academy

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About Paddington Academy

Name Paddington Academy
Ofsted Inspections
Principal Mrs Katie Gillam
Address 50 Marylands Road, London, W9 2DR
Phone Number 02074793900
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character Christian
Gender Mixed
Number of Pupils 1232
Local Authority Westminster
Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have the highest expectations for all pupils. Teachers demand the best from their pupils. The curriculum is highly ambitious.

Pupils develop a deep understanding of the subjects they study over time. As a result, pupils achieve exceptionally well. Sixth-form students benefit from a wide range of A-level and vocational courses on offer.

Staff and pupils are very proud of their school. Pupils view school as a welcoming community and they are happy and safe. They know that this is a special place to learn in.

The conduct of pupils in lessons and around the school is exemplary. Bullying is rare, and any incidents are quickly addressed by staff.<>
Pupils are welcoming and polite.

They relish the opportunity to discuss their views with adults. Teachers encourage pupils to engage in regular debate, such as in current affairs. Pupils are respectful, and listen to opposing viewpoints.

Students in the sixth form are role models to younger pupils. They are keen to take on roles of responsibility. For example, some sixth-form students volunteer as teaching assistants in classrooms with pupils from Years 7 and 8.

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

Leaders have planned a well-thought-out curriculum which is carefully sequenced. For example, in English, the Year 7 curriculum is grounded in the exploration of character and the conventions of writing. This builds on students' knowledge and understanding of the subject from primary school.

Leaders have reviewed the curriculum and made changes so that it suits the local context. In religious studies, for example, pupils study a range of religions. As a result, they have a deep appreciation for the multi-faith community in which they live.

Leaders ensure that staff have the expertise to teach the planned curriculum. Teachers use their subject knowledge well. For example, they emphasise subject-specific vocabulary.

Teachers use clear definitions and images to help embed this in pupils' long-term memory. In modern foreign languages, teachers insist on accurate pronunciation. Pupils become increasingly fluent in their spoken language.

Staff use the school's assessment approach consistently. They use a range of strategies to check the learning of pupils. Teachers use insightful questioning to identify any gaps in pupils' knowledge.

They address misconceptions when they occur and make sure pupils are ready to move on in their learning.

Behaviour across the school is exceptional. Pupils enjoy positive working relationships with staff.

Pupils move around the school in a calm, orderly and purposeful manner. They greet each other, staff and visitors in a professional and courteous manner.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) receive the support they need.

They identify pupils' needs accurately. Staff are well trained to support pupils with SEND in the classroom. Teachers use their detailed knowledge of pupils' needs to adapt teaching.

This supports pupils with SEND to access the curriculum alongside their peers.

Leaders have placed a high priority on reading. Pupils read widely and often, including in the sixth form.

Pupils like reading books with their form tutors. For example, pupils in Year 10 enjoyed books by George Orwell. Staff identify at an early stage any pupils who struggle with reading.

Staff support pupils to help them catch up quickly, including those who need help with phonics.

The careers programme is extensive. Pupils experience a well-sequenced curriculum that includes many opportunities to engage with employers.

Leaders ensure that all pupils have equal access to these. For example, all pupils in Year 8 visit a university to learn about different career routes. Pupils enjoy taking part in careers fairs and enterprise days.

Former pupils of the school help pupils to develop their creative talents, such as in classical music and dance.

The provision for personal development is exemplary. Staff encourage pupils to understand issues that affect them, such as responsible use of social media.

Pupils are taught what it means to be an active citizen in modern Britain. Pupils in all year groups take part in fundraising events throughout the year. For example, pupils in Year 7 take part in an annual sponsored walk.

Pupils in Year 9 act as student ambassadors for the event, and offer encouragement throughout the day.

Leaders have high ambition for their pupils and want the best for them. Staff, pupils and parents share this ambition.

Leaders consider the workload and well-being of staff. Governors work alongside trustees to provide effective challenge through regular monitoring visits.


The arrangements for safeguarding are effective.

Leaders have embedded a culture of vigilance across the school. This is supported by ongoing training for staff, who are aware of risks in the local area. Staff follow the clear procedures for reporting concerns.

Leaders target resources and support effectively for those who need it. Leaders are prompt to make any referrals, such as to the local authority. They ensure that staff pre-recruitment checks are completed.

Through a well-planned and well-structured curriculum, pupils are encouraged to understand the nature of risk. They are taught how to stay safe in the local area and online. Pupils know whom to go to if they need help.

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