Alde Valley Academy

What Ofsted said

From the inspection on 9 July 2024

This is a safe place to learn. Pupils are happy here. They like their teachers. Pupils with special educational needs and/or disabilities (SEND) receive strong support. However, some pupils do not fully engage with the school's ethos. They get on with things, but not with high levels of motivation. Behaviour is inconsistent. Expectations have risen recently. This has led to calm classrooms and corridors. Some pupils struggle to follow what the school asks of them. They are not taught enough about how to behave appropriately. These pupils get into trouble, and then repeat these behaviours. Pupils like being with their friends. However, some bullying happens. There is low- level, harsh language, such as unkind 'banter'. When the school knows about these issues, it deals with them firmly. But sometimes the unkind behaviour persists. Pupils want more opportunities to express how they feel about school. Pupils learn an appropriate curriculum. This, though, is not always taught effectively. Pupils do not achieve as well as they should. There is a wide range of opportunities. Many pupils participate in these. They go on visits abroad, such as to Normandy. Pupils learn teamwork and leadership through the varied sporting activities. Those who need to learn to swim.

What the school should improve

• The school does not have in place a coherent approach to improving reading for many weaker readers. This prevents pupils from accessing learning as effectively as they might. Sometimes, it contributes to poor behaviour. The school needs to ensure that those who struggle to read confidently receive an effective programme of support, to enable pupils to be able to access and progress with their learning more effectively.
• Teachers sometimes do not teach the curriculum well enough. Where this is the case, they plan and use activities that do not enable pupils to learn successfully. Teachers do not routinely check learning in a way that shows where gaps are, so these can be addressed. This means pupils do not make the progress they should. The school should ensure teachers receive the guidance and support they require to deliver the curriculum as the school intends.
• The school does not teach pupils effectively how to behave well. This means that the underlying causes of misbehaviour are sometimes not successfully addressed. Too many pupils who receive sanctions then repeat their misbehaviour. The school needs to review its behaviour policy and ensure it helps pupils to understand how to conduct themselves well and why this is important.
• The school does not have a sufficiently effective character curriculum. Pupils struggle to develop respect, kindness, confidence, and resilience. A significant minority of pupils do not engage wholeheartedly with the school's ethos and aims. The school needs to ensure its personal development programme is helping pupils engage with and embody the school's ethos, so that they develop positive character traits more richly and successfully.

Read the full Ofsted report (opens in a new tab)