The Adeyfield Academy

What Ofsted said

From the inspection on 10 January 2023

Pupils and students at Adeyfield enjoy being part of a close-knit school community. They are well known and well cared for by staff. Expectations for behaviour, courtesy and personal presentation are high. These are both modelled and applied consistently by staff. Typically, pupils behave sensibly around the school, showing respect to each other and adults. Pupils say that when disagreements happen or when any bullying is made known, it is dealt with swiftly and effectively. This view is supported by the school's records. All pupils have a named trusted adult who they can turn to for help, guidance and support. This helps pupils feel and stay safe. In lessons, pupils benefit from consistent routines and knowledgeable teaching. Standards of work are improving, including in the sixth form where students benefit immensely from being taught in very small groups. Trust and school leaders are ambitious and have raised expectations for what pupils can achieve. Successes are celebrated frequently. Pupils' character and resilience are developed very well. Assemblies and form tutor time are used effectively to promote understanding of important issues around personal development. Pupils and students learn to believe in themselves and respect other people's views, beliefs and lifestyles.

What the school should improve

• Sometimes, pupils are praised for completing an activity rather than for the quality of their work. While this encourages pupils' participation, this does not help them improve their standards. Leaders should ensure that any feedback on all pupils' work clearly identifies what they have done well but also what needs to be improved.
• Some pupils are still absent more often than they should be. Leaders, governors and trustees should continue their sharp focus on improving attendance. This includes emphasising with parents and pupils the links between attendance and academic achievement, particularly for those remaining pupils who are persistently absent.
• A few curriculum areas have been slower to improve than most. This means that some pupils do not learn as well as they might. Leaders, governors and trustees should continue their work to improve the few curriculum areas where progress is not as rapid, particularly in science. This includes ensuring that the planned curriculum is taught consistently well.

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