Canary Wharf College, Glenworth

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy being part of this warm and inclusive school community. From the early years onwards, children get off to a strong start. In Reception, they settle quickly into well-established routines and enjoy a rich and engaging environment.

Staff focus on developing children's confidence, communication and curiosity, helping them to build excellent foundations for learning.

Pupils benefit from the school's focus on character education and teamwork. They take part in a range of enriching activities, including sailing in the nearby docks.

These opportunities help pupils to develop resilience, collaboration and a sense of independence. Pupils talk enthusiastic...ally about educational trips, their leadership roles and the ways that they contribute to the school community.

Behaviour is calm and courteous throughout the school.

Pupils are polite to adults and to each other. They listen carefully in lessons and respond well to the school's high expectations. Most pupils attend regularly and take real pride in their achievements.

The school uses its attendance systems intelligently to target support for specific pupils whose attendance needs to improve.

Pupils say they feel safe in school. They trust adults to help them and know how to keep themselves safe, both online and in the wider world.

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

Pupils achieve well across the curriculum. Their achievement is exceptionally strong in some subjects, such as English and mathematics, as shown in pupils' highly positive outcomes in the 2024 national assessments in these subjects.

Leaders have thought carefully about what is taught and when.

This helps pupils to build their knowledge securely over time. Teachers explain new ideas clearly. They revisit important concepts so that pupils remember what they have learned and apply it with increasing confidence.

In subjects such as mathematics, science and history, pupils are articulate and knowledgeable. They can make links between ideas and talk confidently about what they have learned in previous years.

Reading is prioritised across the school.

Staff ensure that pupils quickly gain the phonics knowledge that they need to become confident and fluent readers. The books that pupils read are well matched to the sounds that they know. Pupils who need extra help receive effective support.

As they move through the school, pupils read a wide range of books. These are chosen carefully to reflect different cultures, experiences and voices, as well as to build knowledge across the curriculum. Teachers read aloud to pupils regularly.

This helps pupils to develop a rich vocabulary, encounter a variety of texts, and discover the enjoyment that comes from reading and listening to stories.

In the early years, children settle quickly into routines and learn how to get along with each other. The curriculum is carefully planned so that children develop a strong grasp of language and early mathematics.

Staff support children's learning through purposeful play and well-structured activities. For example, children write labels for the towers and models they have constructed or take part in role play that encourages them to explain their ideas. Adults model language clearly and help children to extend their vocabulary.

Children are confident and inquisitive learners, eager to explore their environment and take part in activities. The early years curriculum prepares children exceptionally well for the next stage of their education.

The school has clear approaches for identifying pupils who may have additional needs.

Well-targeted support enables pupils with special educational needs and/or disabilities (SEND) to achieve well in English and mathematics. However, support in some other subjects is not as well tailored to their needs. In these cases, learning is not broken down in a way that helps pupils to fully access and understand subject content.

Pupils behave extremely well. Classrooms are calm and focused. Pupils listen carefully and take pride in their work.

They are respectful towards adults and each other. Staff apply the school's behaviour policy with consistency and care. Pupils understand the importance of kindness and fairness.

The school's work to support the personal development of pupils is exceptional. The curriculum helps pupils to understand important themes such as difference, responsibility and respect. Older pupils learn how to discuss sensitive topics maturely and consider the views of others.

Pupils take on leadership roles, such as the 'Glenworth government', and many attend clubs like art, coding and sports. Carefully planned educational visits help them to grow in confidence and broaden their horizons. For example, residential trips are designed so that pupils experience increasing levels of challenge and responsibility, from visiting a farm in Wales and milking goats, to working collaboratively on outdoor team-building activities.

Leaders at all levels are ambitious for pupils. They are taking effective action to address areas of development, particularly in relation to the provision for pupils with SEND. The school has also acted effectively to strengthen the way in which it maintains a coherent overview of pupils' needs and potential risks to their welfare.

Governors and trustees understand the school's priorities well, including where improvements need to be embedded. Currently, they are working closely with another multi-academy trust and the local authority to support improvement and ensure that the progress already made on the school's priorities is sustained.

Staff are proud to work at the school and value the support that they receive.

Leaders are mindful of staff workload and well-being. Working relationships with parents have strengthened, and many speak positively about the school's communication and the care shown towards their children.

Safeguarding

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 beyond English and mathematics, support for pupils with SEND is not consistently well matched to their needs. As a result, some pupils struggle to access learning and do not achieve as well as they could. The school, supported by the trust, should improve the quality of support for pupils with SEND to promote their achievement across the whole curriculum.

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