Aylesford School Warwick

Highlights from Latest Inspection

What is it like to attend this school?

Aylesford school is a place where everyone is valued and included.

Pupils understand the school's values of ambition, resilience and kindness. While children in the early years and pupils in the primary phase of the school speak positively about their environment, some pupils in the secondary phase say their learning is disrupted by pupils who are not always focused. However, these pupils also recognise that the school is, overall, an improving environment in which to learn.

Pupils are happy, feel safe and know who to talk to about any concerns that they may have. Pupils in the primary phase behave sensibly. They support each other when learning and during social time...s.

Within the secondary phase, however, some pupils do not follow the high expectations the school has set. Staff monitor pupils' behaviour around the school. However, some staff do not address and deal with pupils' poor behaviour well enough.

The school prioritises pupils' personal development well. Students in the sixth form are proud to mentor pupils in the lower school. These roles help students understand how to be responsible.

The extra-curricular programme is diverse. Pupils value being able to take part in a range of clubs such as dance, music and debate.

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

There have been significant and effective staffing changes since the last inspection.

This includes a new headteacher, who has brought with him strategic direction, and changes to staff in other leadership roles. The school has worked rapidly to review and design a highly ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). New approaches have brought some improvement in how pupils learn.

However, these improvements have not yet led to consistently improving outcomes by the end of key stage 4.

In the early years, children get off to a positive start. The curriculum is clear and delivered well.

This enables children to learn all that they should. Teachers provide activities that are well-matched to children's needs. Staff model effective communication, supporting children to develop language and independence.

Children are happy in the early years and they thrive. Pupils in key stages 1 and 2 typically build successfully on this positive start throughout the primary phase.

Students in the sixth form are positive about their learning experiences and the wider opportunities the school provides.

Sixth-form teachers engage students in ambitious and independent learning. This enables most students to achieve well. Students make a significant contribution to supporting younger pupils, for example, as classroom assistants in the secondary phase Year 7 and the primary phase Year 3.

Across the school, the curriculum identifies the important content that pupils need to know and remember. Some teachers check what pupils have learned and adapt their teaching so that pupils build on what they know and can do. This is done more consistently in the early years and the primary phase.

However, some teachers do not check what pupils know and remember well enough, especially in the secondary phase. When this happens, teaching is not adapted to address misconceptions and gaps in pupils' knowledge. This can limit pupils' progress through the curriculum.

The school identifies pupils with SEND accurately. Staff use the information they receive to support their needs well. The school has effective strategies to help pupils who are in the early stages of learning to read, especially in the primary phase.

The phonics programme is taught well. However, the school realises there is further work needed to raise achievement in phonics. In the secondary phase, some pupils receive specialist support to address specific gaps in their reading knowledge.

Leaders continue to promote pupils' reading widely and often.

The school understands the importance of frequent attendance to support pupils' learning and development as young adults. The school analyses trends in pupils' absences effectively.

Although some pupils do not attend school as often as they should, especially in the secondary phase, the school works effectively with pupils and their families to encourage pupils to attend more often.

In the primary phase, pupils' behaviour is highly respectful and kind. However, despite pupils in the secondary phase understanding the high expectations of behaviour, some pupils do not follow these expectations well enough.

Staff do not tackle instances of unkind behaviour consistently well.

To support pupils' personal development, the personal, social, health and economic (PSHE) curriculum is well planned and sequenced. Pupils learn about topics such as healthy relationships and online safety.

The school is providing pupils with the opportunity to develop their knowledge and awareness of spiritual and cultural diversity. Pupils receive a range of careers guidance and information on their post-16 and post-18 options, which they appreciate.

All leaders, including those responsible for governance, understand how the school's local context impacts pupils' learning and attendance.

Trustees and governors provide challenge and support to leaders. The school consults staff on changes and is mindful of the impact on staff's workload, particularly as expectations continue to rise within the secondary phase.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not behave well enough during the school day. As a result, some pupils are unable to focus fully in lessons or enjoy positive interactions with their peers. The school should continue to raise expectations for behaviour throughout the school community to ensure that all pupils have a positive experience of learning and during their social times.

• The school has not ensured that teachers, especially in key stages 3 and 4, check pupils' learning well enough. As a result, some teachers do not adapt learning appropriately to meet pupils' needs. The school should ensure that all teachers adapt their teaching to enable all pupils to understand their learning and to receive the support and challenge needed to deepen their knowledge and key skills.

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