Aylesford School Warwick

Inspection of Aylesford School Warwick Tapping Way, Warwick, Warwickshire CV34 6XR

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The quality of education Good Behaviour and attitudes Requires improvement Personal development Good Leadership and management Good Early years provision Good Sixth-form provision Good Previous inspection grade Good

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The headteacher of the school is Peter Gilbride. This school is Aylesford school single academy trust, which means other people in the trust also have responsibility for running the school. The Chair of the Board of trustees and chair of governors is Beth Parsons. 1 and 2 April 2025

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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.

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What is it like to attend this school?

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 times. 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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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.

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

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 1 and 2 April 2025

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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.

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective. 1 and 2 April 2025

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(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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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). 1 and 2 April 2025

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provision

Number of pupils on the school roll 1216

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form

Chair of the Board of trustees Beth Parsons

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form

Date of previous inspection 12 November 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is Aylesford school, a single academy trust.  The headteacher joined the school as interim headteacher in January 2025 and was appointed as headteacher in March 2025.  The school makes use of 11 alternative providers. Of these, six are registered and five are unregistered.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 1 and 2 April 2025

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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.

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Information about this inspection

 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 the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, art, English, history and mathematics. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. The inspectors also looked at the curriculum, lessons and pupils’ work in other subjects.  Inspectors reviewed a range of school documents. These included information about pupils’ behaviour, attendance, the school’s curriculum and improvement planning.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

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Information about this inspection

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 observed informal times of the day as part of their evaluation of safeguarding and pupils’ behaviour. Additionally, inspectors spoke to pupils to discuss their views about school life.  Inspectors met with the headteacher, other senior leaders, subject leaders, teachers, support staff and pupils.  The lead inspector met with the chair and vice-chair of the trust and local governing board and the chairs of two governor committees.  Inspectors considered responses to Ofsted Parent View, including the free-text responses. They also took into consideration the online staff and pupil surveys. 1 and 2 April 2025

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Inspection team

Stuart Clarkson, lead inspector His Majesty’s Inspector

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Inspection team

Sara Arkle Ofsted Inspector 1 and 2 April 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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