Aurora Chaldon School

What Ofsted said

From the inspection on 2 June 2026

Pupils at Aurora Chaldon School are part of a warm, welcoming community. They settle quickly each day because staff know them well and value each pupil as an individual. All pupils have a diagnosis of autism, and many have additional vulnerabilities. When pupils join this school, most have had negative or disrupted experiences of school previously. This school helps pupils to get back on track. Pupils who previously struggled with attendance re-engage through well-considered personalised timetables. Staff make sure that pupils' well-being is a high priority. Pupils' pastoral needs are carefully checked so that they are well understood. Pupils who need it get regular, purposeful therapeutic support. However, pupils' academic progress is hampered by variability in how well teachers deliver different subjects and understand the needs of individual pupils. This is especially the case for pupils who remain at the early stages of learning reading, writing and mathematics. Behaviour across the school is generally positive, and learning in classrooms is normally purposeful. However, there are times when some pupils need help to behave well, due to their complex needs. Staff are adept at helping pupils to refocus should they become distressed. As a result, the school is typically calm. The school's positive ethos is reflected in the respect that pupils typically have for each other and for staff. Pupils say that any friendship issues or bullying are addressed effectively by staff. Pupils enjoy school, especially participating in the wide range of activities on offer. The trips that school leaders organise, for example the upcoming 'Harry Potter Studios' trip, enthuse and excite pupils. They take pride in their responsibilities, such as those of the school council or environmental work. Staff help pupils to grow their independence and interdependence. Pupils experience a caring, stable and aspirational environment that helps them feel increasingly successful. They develop important life skills, such as cooking and budgeting. This all builds together as leaders actively encourage pupils to look ahead to positive future pathways and career opportunities.

What the school should improve

• Leaders, including governors, must ensure that pupils who remain at the earliest stages of reading, writing and mathematics have every opportunity to learn these fundamental skills and knowledge as quickly as possible.
• Leaders must ensure that teachers' assessment of pupils' academic achievement clearly identifies pupils' next steps in learning. Leaders should ensure there is a clear strategy of how these targets will be achieved.
• Leaders, including governors, must ensure that the full curriculum is taught well, including ensuring that adaptations to activities are well considered and based on pupils' individual needs.

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