Aurora Redehall School

What Ofsted said

From the inspection on 8 July 2025

There is a happy and positive atmosphere at both the primary and secondary sites of Aurora Redehall School. Pupils appreciate the small class sizes and the high levels of support they receive from staff. Pupils say this means they can always get help with their learning or wider concerns. Pupils feel safe. Relationships between staff and pupils are warm, supportive and respectful. The school has consistent expectations for pupils to work hard and high ambitions for their achievement. Most pupils rise to these expectations. Pupils are proud of their learning and enjoy a range of subjects, including mathematics and art. Pupils' workbooks show an extensive quantity of work and progress through the curriculum. Pupils gain qualifications and develop ambition for their adult lives. Younger pupils learn to read well. At the primary site, a culture for reading is established. Pupils learn about the school's values, such as ambition and trust. Their learning about morals and the wonder of the world is extensive. Pupils are supported to develop and widen their interests, including through trips, visits and clubs. Staff skilfully support pupils to manage and regulate their behaviour. Consequently, attitudes to learning are strong and little learning time is lost.

What the school should improve

• In a minority of subjects and phases the school has not clearly identified the most important subject-specific concepts that pupils need to learn securely. As a result, in these subjects, including English at key stage 3 and in reading across the school's secondary provision, some pupils do not remember important prior knowledge or extend their skills. The school should ensure that teachers understand and implement expectations for reading in the secondary phase, and know which key concepts to teach in each subject, and when to revisit them, so that pupils know and remember more over time.
• Training and support for leaders of some subjects is at an early stage. As a result, some subject leaders lack the necessary skills and confidence to support staff to design learning that enables pupils with SEND to learn the intended curriculum successfully in their subjects. The school should provide these curriculum leaders with the expertise and knowledge that they need so that they are equipped to lead their curriculum areas effectively.

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