|Ofsted Inspection Rating||Inadequate|
|Inspection Date||28 February 2018|
|Address||Longlands, Hemel Hempstead, Hertfordshire, HP2 4DE|
|Religious Character||Does Not Apply|
|Number of Pupils||520 (52% boys 48% girls)|
|Number of Pupils per Teacher||13.6|
|Academy Sponsor||Atlas Multi Academy Trust|
|Percentage Free School Meals||20.7%|
|Percentage English is Not First Language||9%|
Information about this school
Adeyfield is a smaller-than-average-sized secondary school serving the area of Hemel Hempstead. It has a larger-than-average proportion of pupils who have been eligible for free schools meals in the past six years. The proportion of pupils whose first language is not, or is not believed to be, English, is average. The proportion of pupils who join Adeyfield during the school year is relatively high. The percentage of pupils who are eligible for SEN support is above average, while the proportion who have a statement of special educational needs or an education, health and care plan is average. The school does not meet the current government floor standards for the minimum standards and progress pupils should achieve at key stage 4. The school receives support from another local secondary school, as well as from Herts for Learning, a not-for-profit education company.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and governors have been too slow to implement improvements. As a result, pupils have not achieved as well as they should for an extended period of time. The progress pupils make through key stages 3 and 4 is much too slow. Pupils leave school with outcomes well below those of pupils nationally with similar starting points. Teachers’ expectations of what pupils can achieve are too low. They do not provide work which enables pupils to fulfil their potential. Leaders do not do enough to cater for pupils’ special educational needs (SEN) and/or disabilities. These pupils do not receive sufficient support. Leaders have not ensured that teachers understand the barriers to learning faced by disadvantaged pupils. Disadvantaged pupils make considerably less progress than other pupils nationally. Leaders have failed to reduce high absence rates. This is impacting on the progress that pupils make. Too many pupils do not complete their work. Teaching does not motivate them sufficiently, and they often lack pride in their work. The progress students make in the sixth form is not good. From their starting points, students typically make broadly average progress. The school has the following strengths Pupils are polite and considerate. They treat others with courtesy and respect. Leaders support pupils well in choosing their programmes of study and determining their choices for the future. Leaders ensure that pupils develop a secure understanding of fundamental British values.