Malet Lambert Academy continues to be an inclusive, high performing school that very much lives up to its mantra of, “where every pupil matters, where every pupil can succeed”. There is a strong focus on developing the achievements and aspirations of all pupils as well as a desire to bring ‘excitement and enjoyment through positive challenge’.

The academy has a long and proud history dating back to 1932. Once a grammar school, it became a community comprehensive school in 1968. More recently it joined the Education Alliance Trust in 2017. The Headteacher proudly states that the school, “continues to be true to the word ‘comprehensive’ some 50 years later”.

Following the pandemic, the attendance of all groups is improving. There has been a particular focus on disadvantaged pupils and pupils with Special Educational Needs (SEN) and/or disabilities. An experienced team of pastoral staff are in place with a responsibility for attendance. This comprises an Attendance Officer; Attendance Administrator, Education Welfare Officer (EWO) and an Attendance Home and School Liaison Officer. Due to the increased capacity within the team, home visits to some of the academy’s most vulnerable students are conducted regularly and patterns in individual’s non-attendance are identified quickly and efficiently and therefore soon resolved. Initiatives such as a weekly voucher draw are also in place to further incentivise good attendance.

Students that I spoke to as part of the assessment visit were respectful, well presented and keen to share their positive opinions about the academy. One student has said, “I just love everything about school”.

The fabric of the academy is in excellent condition. Staff and students clearly take great pride in their environment. Words of encouragement, messages of success and celebratory images of student achievement adorn the walls.

Classrooms are spacious and enable individual, paired and group work transitions. The classrooms that were visited were well-resourced and displays in classrooms are clearly updated regularly and support the wider curriculum.

Malet Lambert Academy is well resourced in terms of its Information and Communications Technology (ICT) provision. In every classroom there are Interactive Whiteboards and visualisers and there is also a full suite of ICT rooms which can be booked for use.
In the dining spaces there is a very impressive Holocaust display and recently the academy has been selected to become a Holocaust Beacon School, working closely with the University College London, to enhance student understanding of the Holocaust.

The academy boasts a new purpose-built sports block consisting of a large sports hall and dance studio. There is also an external Multi Use Games Area (MUGA) and 3G pitches.

The academy’s exterior is welcoming and gives students ample opportunities to interact socially at break and lunchtimes. There are a number of indoor food outlets and seating areas to ensure students have access to a comfortable place to eat. Students have access to an outdoor gym, basketball courts and football during their social time.

When meeting with the ACE ambassadors they all expressed their love for the school and said that they felt safe and supported. All students could identify a member of staff in school that they would seek support from.

A fully funded and well attended summer school ran this year for Year 6 students which gave students the best possible start at secondary life. Students who needed additional support were identified during this summer school and had opportunities to access the ACE house for additional support.

There are many varied wider opportunities for pupils at Malet Lambert Academy to engage in, after the academy day. These include a pride club, music, chess, English as an additional Language (EAL) club and many PE enrichments.

The graduated system of support is wholly embedded. A Learning Resource Centre (LRC) caters for vulnerable students at the start of the day and break times. Timetabled interventions for individuals and groups take place throughout the day in the ACE house and other areas of school and feature established interventions such as Emotional Literacy Support.

A well run EAL room has been established which is very ably led by an EAL Co-ordinator. EAL students are well supported through either group work, one-to-one sessions or in lessons.

The ACE house caters for more complex learners including non-academic support such as SMASH mental health support, lego therapy and sensory sessions.

A learning walk of the academy demonstrated that there is a calm school environment where all students can learn and thrive.

There was not an opportunity on this visit to talk to parents/carers or guardians.

Whilst there was sadly not the opportunity to meet with Governors during this visit, Ofsted noted at their last visit that, “Governors know the school well. They are highly committed to supporting the school and they fulfil their responsibilities. They work closely with the Trust and are effective in holding leaders to account”.

The week before my visit, students enjoyed a charity bake sale in aid of Children in Need. Students entered their cakes, buns and treats and a winner was selected.

The IQM Co-ordinator put together a very comprehensive programme for the one day to support the assessment process. I was welcomed into the academy with warmth and an honest approach. Staff welcomed the process and demonstrated an open culture of self-evaluation. I am exceptionally excited for the academy as it pursues the next leg of its journey in establishing the ACE project.

Having discussed the progress made since the last IQM review and the school’s plans for the future, I am of the opinion that the school should continue to hold Flagship School status and be reviewed again in 12 months’ time. The next review will look closely at how the school has interacted with its Inclusion Cluster and promoted continuing outreach. Evidence of cluster working will underpin the capacity for the school to maintain its Flagship status.