St Aldhelm's Academy

What Ofsted said

From the inspection on 10 March 2026

Pupils do not achieve as well as they should. They do not make the progress or achieve the standards that they are capable of across the curriculum. Consequently, many pupils leave the school without the breadth of knowledge needed to be ready for the next stage of their education. Over time, pupils have not been served well at this school. Frequent changes in leadership and high staff turnover have had a negative impact on the school community. Some pupils have struggled to form strong relationships with staff. A lack of clear expectations and processes have led to poor behaviour and attendance. However, this has improved recently. The school generally feels calm and orderly. Pupils' learning is disrupted less often than in the past. However, currently, many pupils do not have positive attitudes to learning. Bullying is not widespread, but does sometimes happen. Some pupils feel that the use of derogatory language or prejudicial views remain unchallenged. Pupils feel safe at school, but some would like staff to know them better. There are clear plans in place to ensure these recent improvements are sustained. The quality of teaching is variable. Pupils do not achieve well because, until recently, the curriculum has not been ambitious enough. There has not been a consistent approach to closing gaps in pupils' knowledge, including in reading, writing and mathematics. Pupils' barriers to learning are not removed or reduced consistently effectively, so some pupils who need additional support do not receive this. Recent improvements to the curriculum and to provision for pupils with special educational needs and/or disabilities mean that some pupils are learning more effectively. The school endeavours to provide a range of enrichment activities, such as residential trips, clubs and workshops. Leaders are ambitious for pupils in this regard and celebrate pupils' successes and participation in newsletters and rewards assemblies. Careers education, advice and guidance is a strength of the school.

What the school should improve

• Leaders must ensure that there is a clear and coherent approach to closing gaps in pupils’ foundational knowledge, including vocabulary, spelling and handwriting.
• Leaders must ensure that pupils' attainment increases at the end of key stage 4, so that pupils are better prepared for their next stage of education, employment or training.
• Leaders must ensure that staff teach curriculum content effectively and check carefully that pupils understand before they move on to new learning, so that they build knowledge and understanding over time and achieve more highly.
• Leaders must ensure that the work pupils complete is appropriately ambitious and matched to their needs.
• Leaders must strengthen their oversight and impact of provision for pupils with special educational needs and/or disabilities in the classroom to ensure that adaptations to the curriculum are delivered consistently well so that these pupils make stronger progress from their starting points.
• Leaders must strengthen their work to improve the behaviour of those pupils who repeatedly do not meet the school’s expectations.
• Leaders must ensure that improvements to attendance, particularly for pupils with special educational needs and/or disabilities, are sustained over time.
• Leaders must ensure that the programme for pastoral care and personal development is delivered consistently well, so that all pupils are able to be build positive and trusting relationships with staff.

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