Alexandra School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Alexandra School Alexandra Avenue, South Harrow, Harrow HA2 9DX

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Outcome

Alexandra School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The co-headteachers of this school are Perdy Buchanan-Barrow and Catherine Holdsworth. This school is part of Eden 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), Susan Douglas CBE, and overseen by a board of trustees, chaired by Barry Nolan MBE.

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What is it like to attend this school?

Alexandra School is an extremely warm and nurturing community for pupils, staff, parents and carers. The analogy of geese moving together captures and communicates this ethos beautifully and is extended to classes being named after different breeds of geese. This community keeps its pupils safe and happy. Pupils are confident, friendly and independent.

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What is it like to attend this school?

Pupils meet the high expectations staff have of achievement and behaviour and are rewarded with ‘choosing time’ when they do. Pupils work hard in lessons, making strong progress through the curriculum. They are very respectful to staff and support one another. The school tailors its provision effectively to celebrate each pupil’s strengths while fully supporting their individual needs.

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What is it like to attend this school?

Pupils conduct themselves maturely and sensibly. They understand and follow the six ‘golden rules’ very well. Pupils listen and respond appropriately in lessons and move around the site safely at breaktimes. They develop their understanding of the world, as well as their confidence and well-being, through a rich and diverse set of experiences. These include visits to museums, parks, arts centres and places of worship, and activities such as choir, swimming, sailing and cycling. The school ensures that pupils are taught to 1 and 2 April 2025

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maintain their own safety and well-being. For example, pupils learn about healthy eating, the importance of exercise and how to identify risks when online.

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

The education offered to pupils is of exceptional quality. The school provides pupils with a highly ambitious, broad and interesting curriculum. This means pupils can learn what interests and excites them about different subjects and the world they live in. The curriculum is designed to ensure pupils repeat, apply and revisit key knowledge so they remember it over time. Teachers explain things clearly. They help to deepen pupils’ knowledge, for example, by asking probing questions. Assessment is used well to check pupils have learned the intended curriculum. This enables staff to provide additional help when needed. Teachers make appropriate changes to their teaching, resources and activities so that pupils can access the learning from their different starting points and achieve highly. Consequently, pupils are very well prepared for their next steps in education and life.

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

The school has rightly prioritised reading, communication and language. Pupils learn to express their thoughts and opinions effectively through a range of methods, including reading, writing, symbols and signing. Staff take a deliberate and systematic approach to teaching these strategies from early years onwards. Those children who can access reading through phonics are ably supported by highly trained and knowledgeable staff.

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

The school works very effectively with external therapists and health experts to identify appropriate targets and approaches that maximise pupils’ learning. These align with outcomes identified in pupils’ ‘learning journeys’ and education, health and care (EHC) plans.

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

Behaviour is exemplary. The school carefully identifies the root cause for any negative behaviours. For example, it will consider whether pupils’ behaviour may be affected by frustration due to communication or sensory needs, or any previous negative experiences. This helps leaders identify the best ways to support pupils to meet the high expectations. Leaders work closely with families to help pupils identify and manage their emotions. This helps pupils to be successful in the community and meet challenges with increasing resilience, such as going to their next school or setting.

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

The school ensures that pupils’ broader development is extensive. Through a well- structured relationships and health education programme, pupils are taught about their bodies and healthy relationships. The school ensures content is pitched appropriately for individual pupils’ needs and level of understanding. Pupils are encouraged to be responsible for themselves and contribute positively to their community. For example, pupils raise money for charity and take on leadership roles on the school council.

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

Leaders, including at a trust level, work hard to ensure the best possible standards for pupils. They use internal and external reviews and expertise to support school improvement. Leaders engage effectively with staff through training and development. 1 and 2 April 2025

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Staff feel that leaders are supportive of their workload and well-being. Leaders are highly effective at working with parents.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be outstanding for overall effectiveness in March 2016.

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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 1 and 2 April 2025

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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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School details

School category Academy special converter

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School details

Headteacher Perdy Buchanan-Barrow (co-headteacher) Catherine Holdsworth (co-headteacher) Website www.alexandra-school.co.uk

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School details

Dates of previous inspection 6 and 7 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school caters for pupils with moderate difficulties, which includes those with a wide range of SEND including autism, language and communication difficulties, visual and hearing impairment.  All pupils have EHC plans.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of the 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. 1 and 2 April 2025

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 Inspectors met with school leaders, including the co-headteachers and deputy headteacher. Inspectors also met with the CEO and members of the trust and local advisory board, including the chair of trustees.  Inspectors visited a sample of lessons, met with pupils and looked at samples of their work. Inspectors also observed breaktimes and lunchtimes.  Inspectors considered documentation related to the curriculum and assessment, behaviour and attendance and pupils’ EHC plans.  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 and open and positive culture around safeguarding that puts pupils’ interests first.  The views of pupils, parents and staff were considered through discussions as well as their responses to Ofsted’s online surveys, including Ofsted Parent View.

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Inspection team

Una Buckley, lead inspector His Majesty’s Inspector

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Inspection team

Nell Nicholson 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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