The Halley Academy

Name The Halley Academy
Ofsted Inspections
Address Corelli Road, London, SE3 8EP
Phone Number 02085167977
Type Secondary
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 914 (59% boys 41% girls)
Number of Pupils per Teacher 14.0
Academy Sponsor Leigh Academies Trust
Local Authority Greenwich
Percentage Free School Meals 26.4%
Percentage English is Not First Language 46.8%
Persistent Absence 18.4%
Pupils with SEN Support 10.4%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Corelli College is a larger than average mixed, non-selective academy with a sixth form.

It is a cooperative academy founded on the values of the international cooperative movement. The school converted to an academy in 2012. When it was inspected in July 2013, it was judged to require improvement.

One third of the pupils are from White British backgrounds and two thirds from a range of minority ethnic groups including African and Asian. The proportion of pupils known to be eligible for the pupil premium is very high. The pupil premium is government funding used to support pupils who are eligible for free school meals or who are looked after.

Over half of pupils speak English as an additional language, which is above average. The proportion of pupils who receive special educational needs support is above average. The proportion with a statement of special educational needs or an education, health and care plan is average.

The college meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The college meets the requirements on publication of specified information on its website. Eight pupils currently attend alternative provision on other sites.

Summary of key findings for parents and pupils

This is a school that requires improvement The new principal has taken strong, decisive action to improve crucial aspects of college life but this has not had enough time to ensure that teaching and achievement are consistently good. Pupils’ achievements are inconsistent across subjects and year groups, especially for White British pupils and those who have special educational needs or disabilty. Pupils’ performance in science and the humanities requires improvement and too many pupils struggle to make good progress.

The quality of teaching is too variable. Not enough of the teaching enables pupils to make sufficient progress from their starting points. Teachers’ expectations of what pupils can do are not consistently high across the college.

As a result, the most able pupils are not stretched enough to achieve as well as they could. Assessment in key stage 3 is not precise enough and the college does not have accurate information about pupils’ progress in Years 7 to 9. The school has the following strengths The principal, with determined support from senior and middle leaders, has taken uncompromising action to improve the college.

There is an absolute commitment to rapid improvement from all leaders and governors. Work to tackle the college’s weaknesses is increasingly successful. As a result, pupils’ experiences of college are positive and outcomes are on an upward path.

Pupils’ personal development and welfare are strong. Pupils express eloquent support for the college, praising their teachers and the diversity of the community. Teaching in English, vocational subjects in the sixth form, physical education, engineering, art, information and communication technology and media studies are effective.

As a result, pupils and students achieve well in these subjects. Teachers generally have good subject knowledge. The progress of Year 11 pupils in English and mathematics is improving and close to national figures.

The sixth form is good. Teachers have high expectations and a strong commitment to raising students’ aspirations. Examination results are improving and nearly all of those taking advanced courses go on to university.