Alanbrooke Academy

Inspection of Alanbrooke Academy Alanbrooke Barracks, Topcliffe, Thirsk, North Yorkshire YO7 3SF

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Inspection dates: 11 and 12 February 2025

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Keeley Ungerechts. This school is part of Elevate Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nigel Ashley, and overseen by a board of trustees, chaired by John Brear. 11 and 12 February 2025

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What is it like to attend this school?

Alanbrooke Academy is inclusive and aspirational. Pupils flourish in this small school. Pupils are proud to come here. The school’s culture helps them feel safe, valued, and respected. Most pupils come from military families. The school ensures all pupils are well supported and can embrace all that school life has to offer.

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What is it like to attend this school?

The school has high expectations for all pupils as soon as they join. They achieve exceptionally well. The school’s curriculum is ambitious and engaging. Pupils with special educational needs and/or disabilities (SEND) receive well-tailored support. The school provides pupils with an excellent foundation for their future learning.

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What is it like to attend this school?

Pupils behave impeccably. They display high levels of respect and kindness at all times. Pupils enjoy celebrating each other’s achievements and wear their accolades with pride. The school has carefully curated an extensive and well-tailored personal development offer. All pupils benefit from the wide range of experiences beyond the classroom. The school has a strong focus on developing pupils’ individual talents and confidence.

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What is it like to attend this school?

Parents are overwhelmingly positive about the school. They praise the high-quality education, support and opportunities provided for their children.

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

The school has designed an ambitious, well-sequenced curriculum that meets the needs of their school community. All pupils receive high-quality teaching tailored to their individual starting points. The school recognise some pupils may have attended a number of schools prior to joining Alanbrooke Academy. The school carefully checks what pupils know and can do as soon as they join.

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

The mixed-age classes are expertly managed. Leaders have refined their curriculum to ensure that year group expectations are clearly met. The curriculum builds on pupils’ prior knowledge effectively. This means pupils are able to retain and apply what they learn well. Even the youngest pupils, draw upon newly taught vocabulary and learning when having discussions with their classmates. Pupils are excited by their learning and produce work of a high quality. They discuss their learning with accuracy and confidence.

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

The school is highly inclusive. The school draws on expertise across the school and trust to quickly identify SEND needs. Where necessary, staff provide adaptations and support in lessons, so pupils are successful in their learning.

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

Reading is a priority. As soon as children start school, they learn to read quickly and fluently. Those that need more help learning to read receive daily additional support. The school fosters a love of reading through carefully selected texts that reflect diverse cultures and experiences. The school facilitates older pupils reading with the younger ones, in a cosy reading corner, and has introduced many ways to encourage reading at home. As a result, pupils have an obvious love of reading. Older pupils benefit from the 11 and 12 February 2025

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structured whole-class reading sessions. These deepen their comprehension and analytical skills and prepare them well for their next stage in learning.

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Pupils’ behaviour is exemplary. They conduct themselves brilliantly at all points in the school day. Pupils have an excellent attitude to learning. They are engaged and focused during their lessons. They take a great deal of pride in their work. Pupils attend school regularly and on time.

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The school’s exceptional personal development offer exceeds its small size. The school develops pupils’ resilience and confidence through the many leadership roles, extra- curricular activities and enrichment opportunities available. Pupils benefit from many opportunities to represent the school in sporting competitions. There are opportunities to develop their mindfulness skills in lessons and extra-curricular clubs. The ‘Troopers’ group supports service children in navigating school life, sharing experiences and ensuring they feel a strong sense of belonging. Pupils have an excellent understanding of how they can make a positive contribution to society.

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Leaders provide outstanding strategic direction and hands-on support. They have a deep understanding of the school’s unique challenges. Staffs’ professional development is prioritised. Those responsible for governance provide rigorous oversight and hold leaders to account effectively. Staff feel valued and appreciate the school’s commitment to their well-being and development.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 and 12 February 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of Elevate Multi Academy Trust.  The school has a large proportion of service children.  At the time of the inspection, there were too few children in the early years to reach a judgement about this provision.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 11 and 12 February 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors spoke to senior leaders, including representatives from the board of trustees and a representative from the local committee.  Inspectors carried out deep dives in early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke to leaders about pupils’ learning in some other subjects.  Inspectors listened to a range of pupils from different year groups reading to a familiar adult.

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 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors met the special educational needs and disabilities coordinator, spoke to pupils with SEND and reviewed plans to support these pupils. They visited lessons to see how pupils with SEND are supported.  Inspectors visited the early years provision to check safeguarding arrangements and discuss the learning with children and leaders.  Inspectors observed behaviour at the start of the day, at lunchtimes and in lessons.  Inspectors considered the responses to Ofsted’s staff survey. They also considered responses to Ofsted Parent View, including any free-text comments.

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Inspection team

Georgina Chinaka, lead inspector His Majesty’s Inspector

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Inspection team

Lee Swift Ofsted Inspector 11 and 12 February 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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