City of London Academy (Southwark)
Catchment Area, Reviews and Key Information

Secondary
Post 16
School Guide Rating
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240 Lynton Road
London
SE1 5LA
02073945100
Pupils
1450
Ages
11 - 19
Gender
Mixed
Type
Academy sponsor led
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(8/6/16)
Full Report - All Reports
56%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection you and your leadership team have worked effectively to drive improvements in the standard of education provided in the school. The inclusion of all pupils is at the core of your plans. You have been strident in your actions to increase the accountability of all staff for pupils’ all-round development, including their academic outcomes, which have shown marked improvement. Your evaluation of the school’s current performance is accurate in identifying strengths and areas that require further work in order to match the very high standards for which you aim. With the support of governors and the trust, you have improved the pupils’ achievement at GCSE and on 16 to 19 study programmes. High expectations drive the school’s development planning, starting with improving the quality of teaching, learning and assessment. Systems in place to support the most able pupils in attaining the best grades are leading to strong outcomes overall and in many subjects at GCSE. In English, for example, the proportion of most able pupils projected to exceed expected progress shows a large increase on last year. Leaders’ actions have markedly improved the provision of 16 to 19 study programmes. This was identified as an area for improvement at the last inspection. However, leaders recognise where further work is needed to secure the best possible outcomes for students. The most able students on 16 to 19 study programmes are a focus for leaders’ plans, recognising that this group could attain more highly and continue making the gains seen at GCSE. You and your leadership team work with, and draw upon support from, the trust. This work is particularly effective in enhancing the transition of pupils from primary to secondary school and when supporting older pupils to make decisions about their subsequent education, training and employment. The multi-academy trust that you have formed with Redriff Primary School is being used as a model for further developments within the trust, building on the strengths in transition arrangements for pupils and benefiting from colleagues’ expertise. Pupils’ behaviour and conduct are a strength of the school. Rare instances of poor behaviour are dealt with swiftly and in line with the school’s policy. The culture and ethos of the school encourages a sense of community with appropriate systems that pupils value. This encourages positive attitudes to learning and is reflected in the well-maintained and respected school environment. The curriculum is broad with a range of academic subjects on offer at GCSE and A level. Work-related courses are available to those for whom these are better suited. The school’s enrichment offer is very strong with a variety of clubs available for pupils, trips abroad that broaden understanding and sports programmes such as the Basketball Academy. This is very popular and encourages greater academic engagement by virtue of the link made between working hard in lessons and permission to play. The relationship between positive behaviour, including attendance, and academic performance is a key strand of leaders’ strategy for sustaining improved outcomes. Safeguarding is effective. You, your staff and governors hold the safety and well-being of pupils as paramount, placing pupils’ personal development at the centre of plans for the school’s continued improvement. Arrangements for safeguarding are secure. Systems and processes for supporting pupils’ welfare are robust and rigorously applied, including checks made on staff. Staff and governors are knowledgeable about their roles and work closely with appropriate external agencies when necessary. They receive training on issues such as female genital mutilation and the ‘Prevent’ duty. Information about these issues is also covered in assemblies in order to heighten pupils’ awareness, so that they can keep themselves safe. Consequently, pupils feel well informed and know who to go to if they have concerns. Pupils actively take part in enhancing the welfare of others in the school, for example by becoming cyber-mentors as part of the school’s strong e-safety programme. Inspection findings The school’s programme of professional development supports improved teaching, learning and assessment, which in turn leads to more confident pupils who are achieving better grades. Teachers are encouraged to pursue their own professional development opportunities which are matched to their career aspirations. Middle leaders who are new to their role this year have benefited from specific training and are articulate in their evaluation of their departments.

City of London Academy (Southwark) Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

020 7525 5000

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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