At COLA Southwark the strong standard of our curriculum and teaching, leadership and inclusion means our “pupils consistently achieve highly across the curriculum“. It is our mission to be inclusive by design. “Our staff know pupils incredibly well, take decisions in the best interest of pupils and help pupils to achieve“. Our pupils enjoy learning and “show positive attitudes to their learning and take pride in the quality of their work“.
Inspection report: 3 February 2026
Strong standard
Achievement
“This is a school where pupils consistently achieve highly across the curriculum.“
“Progress and attainment consistently above the national average for disadvantaged pupils.”
“Pupils produce work that is of a consistently high quality. The school is highly successful in its work to enable pupils to be ready for what comes next, for example, as they move into the sixth form.”
Attendance and behaviour
“Leaders keep a tight focus on pupils’ attendance… developing positive relationships with families.”
“Staff give glowing feedback about how students show high levels of respect, both to them and their environment.”
“Pupils enjoy learning. They consistently show positive attitudes to their learning and take pride in the quality of their work.”
Curriculum and teaching
“The school offers an extremely ambitious curriculum. Leaders check carefully that teaching is of high quality across the school.”
“Teachers benefit from training that increases their expertise.”
“Teachers make sure that pupils build up their knowledge and skills in a logical order. Staff identify where pupils have gaps in important knowledge such as in reading and mathematics.”
“Leaders promote a love of reading. This includes through tutor time and the work of the library, which is a well-resourced space.”
“Teachers have deep subject knowledge and consistently check pupils’ understanding.”
Inclusion
“The school’s mission to be ‘inclusive by design’ is firmly embedded. Staff work highly effectively, both together and with external agencies, to identify and meet pupils’ individual needs and reduce barriers to their learning.”
“Staff know pupils incredibly well. Leaders take decisions that are in the best interests of pupils and help pupils to achieve the outcomes in their personal education plans.”
“Leaders are quick to put in place the right support at the right time for pupils. This includes pastoral guidance that helps pupils improve their behaviour and includes academic catch-up sessions that help pupils to close gaps in their learning.”
Leadership and governance
“Leaders have a firm grasp on what school life is like for pupils. They never rest on their laurels and continually look for ways to make the school better for pupils and staff.”
“Leaders, including those in the trust central team, work well together to make improvements, including through the use of educational research to inform their decisions.”
“Staff feel well supported by leaders. They speak very positively about how the school balances its high expectations and drive for consistency with the impact on staff’s workload and wellbeing.”
Post-16 provision
“The sixth form curriculum is ambitious and leaders keep it under regular review. A wide range of courses are on offer.”
“Teachers have high expectations. Students learn to become more independent, for example, in their wider subject reading. Teachers make sure that students move confidently through the curriculum.”
“Students greatly appreciate the guidance they receive in relation to preparation for life after sixth form, for example in applying for a university place or an apprenticeship.”
Read the full inspection report on the Ofsted website, here:
Understanding Ofsted report cards
Unsure about the new Ofsted report card? Learn more about what new report cards means for your child’s education, and what’s different from the old system, on the GOV.UK website: