Alsop High School

What Ofsted said

From the inspection on 10 February 2026

Pupils’ experiences at this school vary widely. Some pupils enjoy coming to school, some do not. The curriculum is not taught well. Pupils, and students in the sixth form, have not achieved well over time. Disadvantaged pupils and those with special educational needs and/or disabilities do not receive sufficient support. Consequently, they also underachieve in many subjects. Pupils are not as prepared for their next steps as they should be. Recently, things have begun to change. Leaders have begun to address those aspects of the school that require significant improvement. However, much of this work remains in its infancy. Pupils are rising to meet leaders' higher expectations of behaviour. Many pupils follow clearer routines at the start of the day. This helps to ensure a calm start to school. Pupils are typically attentive in lessons. However, some occasions of disruption caused by a minority of pupils compromise their classmates' learning. Many pupils feel safer at school than they used to. This is helped by the positive relationships that they have with staff. At breaktimes, however, too many pupils do not behave well. Discriminatory and hurtful language is common. Pupils are confident to report issues to staff, but some stated they did not report this use of language, so it persists. Too many pupils do not attend school regularly enough. This means they miss essential learning and fall behind. In the sixth form, students behave well and they respect differences between people. Their attendance has improved over time and they value the support that smaller classes offer. Pupils and students benefit from a well-designed careers programme. They take part in a range of activities, including the Duke of Edinburgh’s award and a range of trips, clubs and sports. These help them to develop their talents and interests. However, pupils do not develop a secure understanding of fundamental British values. This leaves them underprepared to take their place in society.

What the school should improve

• Leaders must ensure that teaching is of a suitable quality so that pupils and students learn and achieve more. In addition, leaders should ensure that teachers check pupils’ knowledge and understanding systematically and adapt their teaching to address any deficits, including in pupils' knowledge of reading, writing or number.
• Leaders must ensure that staff are suitably equipped to adapt their delivery of the curriculum to meet the needs of pupils with special educational needs and/or disabilities (SEND). Leaders should also sharpen systems for monitoring the impact of these adaptations on pupils' learning.
• Leaders must urgently tackle the proliferation of discriminatory and prejudicial language used by pupils. Allied to this, leaders should strengthen the school’s personal development programme to ensure that pupils develop a stronger understanding of matters relating to equalities.
• Leaders should continue their efforts to improve pupils’ attendance, especially for those who are disadvantaged or have SEND.

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