The Astley Cooper School

What Ofsted said

From the inspection on 28 April 2026

Pupils feel they belong to a caring and inclusive school community. Relationships with staff are a strength. Pupils appreciate having adults who listen and support them. Inclusion is at the centre of the school’s ethos. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those with other vulnerabilities take part fully in school life and the various enrichment opportunities. These opportunities help develop pupils’ confidence and self-esteem. Pupils’ experience of learning is mixed. Sometimes, teachers do not use their checks on pupils' learning well enough to adapt their future lessons appropriately. Many pupils face barriers such as irregular attendance and additional needs. These pupils are supported through targeted interventions. Pupils speak positively about the support they receive from the ‘pathway’ provision in school. They benefit from a range of pastoral systems and know there is somewhere to go if they need help. Leadership responsibilities are available to all year groups. Pupils are proud of the contributions they make to their school. Many pupils enjoy school and engage well in calm classrooms where routines are clear and support meets their needs. Targeted interventions in reading and mathematics help build confidence. Most pupils value the support they receive from trusted staff. They feel prepared for their next steps, reflected in positive destinations. Pupils feel safe and understand how to keep themselves safe, including online. Behaviour is typically settled. Most pupils respond well to clear expectations and routines. Improvements in behaviour systems have reduced low-level disruption. A small minority of pupils report variability in how issues such as bullying or derogatory language are addressed. Leaders are aware and taking appropriate action. Attendance, while improving, is still a significant barrier for some. As a result, not all pupils are able to benefit fully or consistently from the school’s provision.

What the school should improve

• Leaders should ensure that all pupils secure the foundational knowledge needed to access the curriculum confidently.
• Leaders should ensure that teachers use assessment effectively to identify gaps in pupils' knowledge or understanding so they can apply the most appropriate adaptations in their lessons.
• Leaders should continue to improve standards in behaviour and rates of attendance across all groups of pupils.
• Leaders should ensure that all pupils have a secure understanding of fundamental British values and protected characteristics.
• Leaders and governors should ensure that their monitoring and quality assurance are rigorous and precise across all areas of the school's work.

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