Seaton Valley High School

What Ofsted said

From the inspection on 10 December 2024

Astley Community High School is a close-knit community where pupils are safe and happy. Pupils are proud to attend the school and enjoy positive relationships with staff. The school has high expectations for pupils. Staff know pupils well. Pupils are regarded as individuals. Pastoral care is strong. Pupils conduct themselves well. They greet visitors warmly and demonstrate excellent manners. The school is calm and orderly. In lessons, pupils work hard and listen carefully to their teachers. At social times, pupils mix well together. Sixth-form students are positive role models for younger pupils. Pupils do not routinely benefit from effective practice in relation to improving their reading and ensuring that gaps in their knowledge are identified and addressed. As a result, some pupils do not consistently achieve as well as they should. The school is committed to pupils' wider development. Pupils develop their independence and resilience by taking part in the Duke of Edinburgh Award. They pursue their interests and talents by taking part in a range of clubs, such as performing arts, sport and crafts. Pupils experience trips and visits to support their understanding of the curriculum. For example, pupils have recently visited local universities and museums to develop their understanding of what they have learned in English and history.

What the school should improve

• There are some inconsistencies in the ways teachers check what pupils have learned, understood and remembered. This means that, at times, they do not identify or address misconceptions or gaps in pupils' knowledge. The school should ensure that teachers check pupils' knowledge and understanding to ensure that gaps in knowledge are consistently identified and filled, so that pupils embed their knowledge and achieve more.
• The weakest readers, including those at the early stages of reading, are not currently getting the support that they need. This means they are not able to access the curriculum as well as they should. The school must ensure that a comprehensive programme of support is implemented to teach, assess and monitor the progress of the weakest readers in the school.
• Some safeguarding records do not reflect the actions that the school has taken to keep pupils safe. As a result, the school is not consistently able to review the actions taken and their impact. The school should ensure that all safeguarding records consistently include sufficient detail about the follow-up actions that are taken to keep pupils safe.

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