Astor Secondary School

What Ofsted said

From the inspection on 10 March 2026

Historically, pupils have not achieved well enough. Despite leaders’ appropriate actions, published outcomes remain below the national average for too many pupils. There are too many inconsistencies in how the curriculum is taught. For instance, there is too much variability in how well staff use checks on pupils' knowledge in order to adapt teaching or adjust the curriculum for pupils needing extra support. Additionally, pupil attendance over time, including for those who are disadvantaged, is below national figures. This limits pupils' learning and their achievement. Attendance is improving, but leaders recognise that there is more to do. The picture is very different in the sixth form. Students typically attend school regularly and achieve well from their individual starting points. Generally, the curriculum is taught well. Students receive effective careers education and guidance on how to meet their aspirations. Staff know the needs of pupils with special educational needs and/or disabilities well. They understand the barriers these pupils and other vulnerable groups, including the high proportion of pupils who arrive mid-year, have to learning. For instance, they use this understanding to provide tailored aids and resources that help pupils access the curriculum. These pupils generally learn successfully alongside their peers. Pupils feel well supported because staff know them as individuals and want them to succeed. Adults warmly welcome pupils each morning. They check that pupils are ready to learn. This creates a calm start to the day. Lessons run smoothly due to clear routines that most pupils follow. At social times, pupils generally mix well. When bullying or unkindness occurs, staff deal with it effectively. Pupils trust staff to act fairly. They feel safe in school. The school provides pupils with an appropriate personal development programme. Pupils benefit from a wide range of experiences and opportunities, including leadership roles that broaden their horizons.

What the school should improve

• Leaders should ensure that the school's pupil premium strategy is well informed and evaluated carefully so that it leads to a consistently positive impact on these pupils' education.
• Leaders should work to ensure that teachers skilfully use assessment information and make appropriate adjustments to teaching or the curriculum so that pupils, particularly those with special educational needs and/or disabilities or those who are disadvantaged, learn and achieve as well as they should.
• Leaders should ensure that their attendance strategy is fully embedded and effective in continuing to improve overall attendance, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. They should also make sure that their actions result in reducing persistent absence further for all pupil groups.
• Leaders should ensure the school's improvement actions are delivered effectively to bring about rapid improvements in all pupils' achievement so that pupils are well prepared for the next stage of their education, employment or training.

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