King Alfred's

What Ofsted said

From the inspection on 21 April 2026

Pupils are warmly welcomed into school each day by staff. Typically, relationships between staff and pupils are respectful. Many pupils have positive attitudes to their education. They attend regularly and meet the high expectations that staff have for them. However, a notable proportion of pupils miss school too often, losing valuable learning time. Generally, pupils behave well and feel safe. They recognise that incidents of bullying and discrimination are uncommon and are generally well managed. All pupils are encouraged to participate in wider opportunities that help them to explore their talents and interests. Pupils who have barriers to their wellbeing value the bespoke activities they can access at social times. These support pupils to feel included, while helping them to avoid busier areas of the school. Typically, pupils achieve well in national examinations. However, disadvantaged pupils do not achieve as well as they should. Pupils are often suitably prepared for their next steps and move on to appropriate destinations. However, some pupils, particularly those with high levels of absence, have notable gaps in their skills and knowledge. Sometimes, pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, do not make sufficient progress from their starting points. Generally, pupils enjoy learning and participate well in lessons. Sixth-form students have consistently positive learning experiences across the curriculum. In other year groups, there is greater variability in how well different subjects are planned and taught. This includes in the personal development programme. Sometimes, pupils are not as clear as they should be about equality and respectful relationships. This affects how well prepared some pupils are for life in modern Britain. Staff typically understand the barriers to learning and/or wellbeing faced by pupils with SEND and disadvantaged pupils. However, there is variability in how effectively these barriers are reduced in the classroom.

What the school should improve

• Leaders should ensure that absence rates are reduced as quickly as possible, particularly for disadvantaged pupils.
• Leaders should ensure that staff consistently identify any misconceptions or knowledge gaps that pupils have, and support pupils, particularly those who are disadvantaged, to close those gaps as swiftly as possible so that they can achieve more securely.
• Leaders should continue to improve the ambition and coherence of the curriculum across all subjects, ensuring a clear and consistent approach, particularly in writing.
• Leaders should ensure that consistently effective teaching across the school supports pupils to secure their knowledge in all aspects of relationships and sex education and health education, and citizenship.
• Leaders should ensure that staff support for pupils with special educational needs and/or disabilities and disadvantaged pupils consistently enables them to access learning independently.

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