Lime Academy Hornbeam
| Type | Special School / Academy special converter |
| Age Range | 2-19 |
| Religion | Unknown |
| Address | Folly Lane Walthamstow London E17 5NT |
| Phone | 02085032225 |
| Reference Number | 138454 |
Lime Academy Hornbeam continues to be a good school, providing a welcoming and supportive environment for its pupils. The school has established a broad and ambitious curriculum that promotes independence, communication, and emotional well-being, although there are some concerns regarding the clarity of curriculum pathways in a few subjects. Staff are dedicated to helping pupils develop their skills and engage in their learning, ensuring that they feel safe and supported. Additionally, the school has taken effective steps to improve attendance by actively working with parents and celebrating regular attendance among pupils.
General Makeup
| Number of pupils | 290 |
| Boy/Girl ratio |
Boys: 66.9%
Girls: 33.1% |
| Percentage of students eligible for free school meals | 50.6% |
| Percentage of students where English is not their first language | 36.9% |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 4 | Unknown | 4 |
| 2 | 4 | 2 | 6 |
| 3 | 6 | 2 | 8 |
| 4 | 7 | 8 | 15 |
| 5 | 11 | 8 | 19 |
| 6 | 10 | 4 | 14 |
| 7 | 19 | 8 | 27 |
| 8 | 27 | 10 | 37 |
| 9 | 22 | 14 | 36 |
| 10 | 28 | 12 | 40 |
| 11 | 14 | 7 | 21 |
| 12 | 16 | 6 | 22 |
| 13 | 12 | 5 | 17 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| Pakistani | 16.9% |
| White, British | 16.2% |
| African | 13.8% |
| White, Other | 10.7% |
| Caribbean | 6.6% |
| Asian, Other | 5.5% |
| White & Black (Caribbean) | 4.5% |
| Mixed, Other | 4.5% |
| Chinese | 1.4% |
| White & Asian | 1% |
| Unclassified | 1% |
| Irish | 1% |
| Indian | 0.7% |
| White & Black (African) | 0.7% |
| Overall Ofsted Rating | Good |
| Last Report Date | 05 Dec 2023 |
| Date | Report |
|---|---|
| 05 Dec 2023 | School inspection |
| 15 Oct 2020 | Monitoring visit |
| 20 Jun 2018 | Full inspection: |
| 17 Jul 2014 | Full inspection: |
Strengths
- Pupils are kind and accepting of others.
- Staff are skilled at providing personalized support to pupils.
- The school prioritizes early reading and matches texts to pupils' phonics knowledge.
- Pupils participate in various extracurricular activities and responsibilities.
- The curriculum fosters pupils' independence, communication, and emotional well-being.
- Leaders are well supported by the trust in refining the school's curriculum.
Areas for Improvement
- Curriculum thinking lacks precision in some subjects.
- Assessment practices do not consistently identify gaps in pupils' knowledge.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 0% | ||
| Pupils meeting a higher standard | 0% |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | -8.7 | ||
| Writing | -6.3 | ||
| Maths | -8.4 |
How many students meet the standards
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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