Aldercar High School

What Ofsted said

From the inspection on 21 April 2026

Pupils are beginning to enjoy their learning much more than they have previously, particularly pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and pupils with additional vulnerabilities. They appreciate the support and care they receive from their teachers. They have a genuine thirst for knowledge and to succeed. However, although improving, the quality of teaching is inconsistent. Pupils do not always gain the knowledge and skills they need across all the subjects that they study. They do not yet achieve at the levels that they should. This is a caring and inclusive school. Pupils benefit from warm and positive relationships with their teachers. Staff know pupils' needs extremely well. This is particularly the case for pupils with SEND. Every effort is made to reduce any barriers to learning that they may face. All pupils, particularly disadvantaged pupils, are encouraged to take part in wider opportunities to broaden their experiences and interests. The school prefects and members of the student council play an active role in the school and are extremely positive role models for the whole community. Pupils are welcomed to school by teachers who care about them. Attendance has really improved. Pupils feel safe and know that there are many members of staff to turn to if they need help. Staff are vigilant. They make sure that pupils, particularly those known to social care, receive the expert support that they need to thrive. Pupils' behaviour has improved significantly. The school is a calm place in which pupils can learn. Bullying is rare and staff deal with it swiftly and effectively if it occurs. Pupils say that the school is one where harassment and discrimination would not be tolerated. Sixth-form students describe a school where equality is important and is 'lived'.

What the school should improve

• Leaders should make sure that there is a well-planned curriculum across all subjects and key stages that suitably builds on pupils’ starting points and that also ensures that pupils, including disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and students in the sixth form, develop the foundations of learning needed to successfully progress to their appropriate next steps.
• Leaders should ensure that they embed highly effective teaching and assessment across the school so that all groups of pupils, including those with SEND, make clear and sustained progress across the curriculum.
• Leaders should continue their work to analyse closely the performance of different groups of vulnerable pupils, to identify priorities accurately and to continue to improve their attendance and achievement.

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