Beyond average – transforming outcomes in Tower Hamlets

For these pupils, not passing English and maths GCSE is the norm. But some schools are proving these outcomes are far from inevitable.

Our research has identified 88 schools where these persistently disadvantaged pupils are outperforming the national average for pupils who have never experienced disadvantage. One such school is Mulberry School for Girls in Tower Hamlets.

Mulberry School for Girls is located in Tower Hamlets in the East End of London. The borough has a long-established, diverse community, with residents from a wide range of ethnicities and national backgrounds living and working locally. This diversity is reflected in the school's intake.

Tower Hamlets is a place of stark contrasts. It is home to the headquarters of many global financial institutions, while also experiencing significant socio-economic inequality.

Mulberry School for Girls serves pupils who are statistically more likely to experience persistent disadvantage and economic insecurity, with high proportions of pupils experiencing persistent disadvantage or eligible for free school meals.

Stronger outcomes

This context presents significant barriers. However, attainment and outcomes at Mulberry remain consistently strong. GCSE English and maths results for persistently disadvantaged pupils across the borough place Tower Hamlets among the highest-performing local authorities nationally.

At Mulberry, outcomes for these pupils are even stronger, exceeding the already-high borough average.

Ofsted success

The school's effectiveness in supporting pupils to succeed is reflected in its most recent Ofsted inspection. In 2024, Mulberry School for Girls was rated outstanding across all areas.

The report highlights the strength of leadership and teaching in creating a positive and aspirational culture that supports both academic achievement and wider personal development:

At Mulberry, girls receive an outstanding education. Leaders have successfully established a positive and aspirational culture. Pupils show great dedication to their learning and take pride in their accomplishments.

"Leaders work closely with local primary schools to ensure that the curriculum builds successfully on what pupils already know. This helps pupils to get off to a flying start when they join.

The arts have high priority across the school. Pupils understand how creativity can enrich their lives. They pursue creative activities and engage with different and unfamiliar ideas with enthusiasm."

The report also recognises the school's commitment to inclusion, noting that pupils with special educational needs and disabilities (SEND) — who are overrepresented among those experiencing persistent disadvantage — achieve highly due to consistently ambitious teaching and leadership:

Pupils with special educational needs and/or disabilities (SEND) do very well. This is because teachers are equally ambitious for these pupils.

Working together

Mulberry Principal Fatima El-meeyuf highlights the combined efforts of dedicated staff, pupils and families in achieving such impressive results:

At Mulberry, achievement is a shared endeavour. It is shaped by the ambition and resilience of our families, the dedication of our staff and the determination of our students.

Together, we ensure that no barrier defines our learners — every student is supported to thrive and succeed at the highest level.

Schools like Mulberry show that it is possible for the most disadvantaged pupils to thrive in education.