St Aidan's Church of England High School

St Aidan's Church of England High School

Address: Oatlands Drive, Harrogate, North Yorkshire, HG2 8JR Unique reference number (URN): 137139

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils and post-16 students achieve well. This is reflected in the high-quality work they produce that shows their detailed knowledge and skills across the curriculum. Pupils with gaps in the basic skills of reading, writing and mathematics are supported effectively to catch up quickly.

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Achievement Strong standard

Pupils' high and sustained achievement is reflected in the outcomes from national examinations. For example, the proportion of pupils achieving grade 5 and higher in GCSE English and mathematics is significantly above the national average and has been over time. While published data reflects small cohorts of disadvantaged pupils, these pupils make consistently secure progress from their starting points. Post-16 students achieve well, particularly in A levels.

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Achievement Strong standard

Pupils and post-16 students are well prepared for their next steps in education, employment and training. This is reflected in the high proportion of pupils and students who secure and sustain their ambitious destinations after leaving St Aidan's.

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Attendance and behaviour Strong standard

Leaders prioritise attendance. They have developed robust systems to help them monitor it carefully. Leaders have embedded consistent routines to support attendance and they ensure they communicate closely with parents and carers. Attendance rates are high. They are above the national average and have been over time. Leaders take timely and effective action to support pupils who face barriers to attendance. For example, they put in place targeted support and draw on other professionals' expertise. This ensures improvements are made.

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Attendance and behaviour Strong standard

Pupils are keen to do well at St Aidan's. As a result of teachers' consistently high expectations and effective support, pupils work diligently in lessons. They learn well together. For example, they enjoy sharing ideas, group work and taking part in intellectually stimulating discussions and debate. Pupils are well equipped to work independently. At social times, pupils conduct themselves with maturity. They are well mannered, respectful and kind. Bullying and harassment of any sort is not tolerated here. Pupils have confidence that staff resolve incidents quickly.

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Attendance and behaviour Strong standard

Leaders have developed the behaviour policy in collaboration with staff. Staff apply it consistently and this leads to a calm, orderly environment that is conducive to learning. Leaders track behaviour incidents closely and make appropriate adjustments for pupils with special educational needs and/or disabilities.

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Personal development and wellbeing Strong standard

'The St Aidan's Offer' for personal development includes a carefully designed and comprehensive curriculum for personal, social and health education and relationships, sex and health education. Pupils secure deep understanding of the curriculum. For example,

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Expected standard

pupils identify confidently key features of healthy relationships, such as respect, trust and equality. They are fully aware of the concept of consent. They know a range of ways to stay safe online.

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Expected standard

Leaders ensure pupils secure a deep understanding of fundamental British values, such as democracy and the rule of law. For instance, pupils have an assured understanding of political processes, parties and institutions. Younger pupils show their depth of knowledge by independently making connections between these values and what they have learnt about the Magna Carta and voting rights throughout history.

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Expected standard

Pupils are offered many opportunities to contribute to the school and local community to develop their understanding of active citizenship. For example, they take on roles such as student receptionists, sports leaders and fundraisers. Student-led collective worship is joyful and supports pupils' spiritual development well. Pupils are brought together by music as they sing, play instruments and lead their peers in reflection.

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Expected standard

A range of carefully planned residential trips helps pupils to become independent. Leaders ensure pupils benefit from an impressive range of extra-curricular clubs, performing arts and opportunities in the curriculum to debate. As a result, pupils' social skills are highly developed. Leaders' robust monitoring ensures all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), benefit from 'The St Aidan's Offer'.

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Expected standard

Leaders ensure that pupils regularly learn about a range of careers and future options from employers and education institutions. Pupils with SEND receive additional guidance at appropriate points.

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Expected standard

Leaders ensure that pupils receive high-quality pastoral care. Staff identify pupils who face barriers to their wellbeing astutely and respond to their needs quickly and effectively.

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Curriculum and teaching Expected standard

Leaders ensure that pupils follow an ambitious curriculum that is carefully designed. Recently developed approaches to monitor teaching and the curriculum mean that leaders have an accurate oversight of strengths and the areas to develop.

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Curriculum and teaching Expected standard

Typically, pupils are taught by subject specialists, who use their expertise effectively. For example, they provide clear explanations and promote subject-specific vocabulary securely. Leaders continue to embed their common principles for teaching to ensure consistency across subjects and key stages. For example, 'do now' activities give pupils regular opportunities to apply their learning independently. There are some minor inconsistencies in the ways teachers check pupils' understanding and review what pupils remember and can do over time. Pupils with special educational needs and/or disabilities typically receive the support they need to learn alongside their peers. Leaders ensure pupils secure the basics in reading, writing and mathematics. Targeted support is in place for those pupils who need it. For example, leaders promptly identify weaker readers and ensure staff receive the training they need to provide effective,

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Curriculum and teaching Expected standard

Disadvantaged pupils are generally supported well to learn alongside their peers. Leaders recognise the need to ensure there is greater consistency in the support these pupils receive in lessons.

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Inclusion Expected standard

Leaders have clear systems to help them identify pupils, who face barriers to their learning and/or wellbeing. Leaders are working with staff to strengthen their knowledge and contributions to a step-by-step approach to ensuring pupils receive the right support, at the right time. Appropriate training is increasing staff expertise in understanding the needs of pupils with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Improved systems mean that teachers receive sufficiently detailed information about pupils with SEND and the strategies to help them. Typically, teachers follow these strategies. Effective partnerships exist between leaders, other professionals and parents and carers, to ensure that pupils' needs are understood and reviewed regularly. The majority of parents of pupils with SEND are positive about the support the school provides.

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Inclusion Expected standard

Disadvantaged pupils are generally supported well. Leaders have developed a research- informed strategy to address the barriers these pupils face. Leaders recognise the need to ensure their strategy is implemented consistently, including through further staff training and routine support for disadvantaged pupils in lessons. Governors recognise the need to monitor the impact of additional funding with greater rigour.

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Inclusion Expected standard

The alternative provision that a small number of pupils access is used in their best interests. Leaders prioritise pupils' safety and wellbeing. Pupils continue to have access to the school's high-quality pastoral support.

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Leadership and governance Expected standard

Since the last inspection, there have been significant changes to leadership at the school. Recently improved systems for monitoring the school's work mean that leaders have a clear and accurate understanding of strengths and priorities. Leaders ensure that pupils benefit from the comprehensive and successful 'St Aidan's Offer' to support their personal development. Leaders know there are some inconsistencies in the quality of teaching and the impact of training in relation to the classroom support for disadvantaged pupils.

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Leadership and governance Expected standard

Leaders are committed to ensuring pupils at alternative provision access the school's high- quality pastoral care to sustain their sense of belonging. Recent investments in digital technologies have improved teaching and systems for monitoring behaviour and attendance. Leaders make decisions that have pupils' best interests at heart.

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Leadership and governance Expected standard

Trustees and local governors are aware of their duties and generally fulfil them well. They provide appropriate levels of support and challenge, although their oversight of the pupil premium strategy and the impact of the additional funding lacks some rigour. Along with local governors and trustees, leaders have ensured greater financial stability.

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Leadership and governance Expected standard

The majority of staff are positive about the changes leaders have made. Staff, including those teachers new to the profession, appreciate the support they receive. They value the opportunities for purposeful, professional learning and collaboration. In the main, this ensures they have the necessary expertise to teach and support pupils effectively. The majority of parents and carers are positive about their child's experiences of school and the recent improvements made to the school.

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Post-16 provision Expected standard

Leaders' longstanding 'associated sixth form' benefits students. This arrangement allows students access to a wide range of subjects and qualifications that support their future aspirations well. It means some students are taught in some subjects at a neighbouring school, rather than at St Aidan's.

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Post-16 provision Expected standard

Generally, students at St Aidan's benefit from effective teaching that ensures they achieve well. Teachers have secure subject knowledge and use it well, for example, to provide students with quality feedback. Students are clear about how to improve their work and make progress. Their high-quality work usually reflects their detailed and secure knowledge. They typically achieve well in national examinations. Teachers ensure that students with special educational needs and/or disabilities receive the support they need to access learning alongside their peers.

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Post-16 provision Expected standard

Leaders have recently developed their systems for monitoring teaching and the curriculum across the provision. They have an accurate understanding of the strengths and areas that need developing. For example, they recognise there is some variation in students' experiences of teaching in a small number of subjects.

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Post-16 provision Expected standard

Students develop leadership skills in their roles, such as 'student senate' and sports leaders. The Duke of Edinburgh Award supports students to be resilient and independent. Students receive comprehensive careers advice and information about their future options. They are equipped for their next steps. Students secure and sustain ambitious destinations in higher education, training or employment.

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What it's like to be a pupil at this school

At St Aidan's, staff support pupils from Year 7 to Year 13 closely to 'live life in all its fullness'. Friendly greetings by staff, good humour and kindness all form part of the warm welcome pupils receive at the start of the day. Staff check how pupils are feeling and high-quality pastoral care is a distinctive feature of the school. Pupils are safe.

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What it's like to be a pupil at this school

Pupils in each key stage enjoy school. This is reflected in their high attendance as well as their enthusiasm and diligence in lessons. Pupils are aspirational and keen to do well. Social times are happy and purposeful. Pupils mix well. Bullying is rare and incidents are dealt with swiftly. Pupils are proud of their inclusive school. Staff are becoming increasingly knowledgeable and skilled in the ways to support pupils to overcome barriers to their learning and/or their wellbeing.

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What it's like to be a pupil at this school

There is a vast array of extra-curricular opportunities on offer that supports pupils' personal development effectively. For example, pupils can take part in sport and music as well as LEGO club, mindful colouring and drama. Confidence and courage are instilled in pupils. They are encouraged to see themselves as 'agents of change'. Pupils have a voice in school and feel listened to. Taking on roles such as 'student senate', mentors and fundraisers supports pupils' understanding of responsibility and active citizenship. Pupils are well prepared for life in modern Britain. For example, they demonstrate detailed understanding of different world faiths and visit different places of worship. 'WALK' time is used productively to discuss current affairs and debate topical issues.

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What it's like to be a pupil at this school

Typically effective teaching, including in the post-16 provision, supports pupils to achieve highly, including in national tests. By the end of Year 11 and Year 13, pupils, including those with special educational needs and/or disabilities, develop detailed knowledge and skills that support them to secure and sustain ambitious destinations in education, employment and training.

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Next steps

Leaders should ensure that assessment is used more effectively to identify gaps in learning, make appropriate adaptations and to inform teaching across the curriculum. Leaders should embed their monitoring of the post-16 provision to ensure that swift action is taken to ensure students' experiences of the curriculum and teaching are routinely positive and result in consistently high achievement. Leaders, including governors and trustees, should strengthen their oversight of the pupil premium strategy so that it is monitored effectively and implemented consistently, including through ongoing, high-quality training for staff so that they routinely support disadvantaged pupils to overcome the barriers they face.

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About this inspection

This school is part of Yorkshire Causeway Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jane Goodwin, and overseen by a board of trustees, chaired by Rachel Flower.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders. They also spoke with leaders from the trust, representatives from the board of trustees, local governing body and the diocese during the inspection.

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Team inspectors:

Dimitris Spiliotis, Ofsted Inspector Philip Wheatley, Ofsted Inspector Pali Dhesi, Ofsted Inspector Andrew Gibbins, Ofsted Inspector Joanne Maw, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 28 April 2026

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What does this mean?

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.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

This school is registered as having a Church of England religious character. It is in the Diocese of Leeds. Its last section 48 inspection was in February 2026.

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What does this mean?

The school currently uses 7 alternative provisions, including 2 that are unregistered.

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What does this mean?

The school also, under the same registration, runs an associated post-16 provision along with St John Fisher Catholic Academy, Hookstone Drive, Harrogate HG2 8PT.

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What does this mean?

The school has undergone a significant change since the last inspection. The current headteacher has been in post since September 2023.

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What does this mean?

Headteacher: Sian Dover The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 18.2% 25.8% Close to average

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national average

2023/24 (final) 29.2% 25.8% Close to average

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national average

2022/23 (final) 33.3% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 32.0 34.9 Close to average

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national average

2022/23 (final) 32.8 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.43 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (final) 36.16 35.00 Close to average

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national average

2023/24 (final) 37.78 34.38 Close to average

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national average

2022/23 (final) 36.01 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) 0.1 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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