Aston Academy

What Ofsted said

From the inspection on 28 April 2026

Pupils at Aston Academy feel that the school is increasingly a better place to be. They feel safe and report that bullying is rare. When bullying does occur it is well dealt with. Pupils have a trusted adult they can turn to if they need further guidance or support. The new systems leaders have put into place have improved behaviour so that pupils can learn better in lessons. Pupils who need help to improve their behaviour receive it. The school also has effective systems to check if pupils attend school regularly. Pupils who have barriers to attending school get the help they need. This means that pupils attend school more often than they used to. Pupils generally enjoy their learning. However, sometimes they do not get the support they need in class, especially those with special educational needs and/or disabilities (SEND) or other barriers to learning. Pupils with higher levels of SEND who need more support receive this through new provisions, including the Year 7 nurture class and the use of alternative provision. These pupils receive effective support, which helps them progress well from their starting points. Typically, pupils at Aston Academy achieve at a similar level to pupils nationally. They work hard in their lessons. In particular, they are becoming more confident in producing longer pieces of written work. Teachers help pupils to read widely and confidently in lessons. Pupils get plenty of helpful information and guidance to help them plan their next steps after leaving school. Pupils in Years 10 and 12 get the opportunity for work experience and work shadowing. As a result, they typically move on to places that meet their abilities and aspirations. Pupils have a range of opportunities outside of the classroom to explore their interests and abilities. There is a wide range of clubs, trips and visits available to them. Pupils value these opportunities, which are well matched to their interests and aspirations.

What the school should improve

• Leaders should ensure that teachers consistently use the most appropriate approaches in lessons to secure pupils' learning.
• Leaders must ensure that teachers make effective adaptations to learning in lessons for pupils who have special educational needs and/or disabilities and other barriers to enable them to access the curriculum and achieve as well as they should.
• Leaders must closely monitor the impact of their actions to ensure that they lead to the intended improvements.

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