|Name||Alde Valley Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 September 2017|
|Address||Seaward Avenue, Leiston, Suffolk, IP16 4BG|
|Religious Character||Does Not Apply|
|Number of Pupils||394 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.1|
|Academy Sponsor||Waveney Valley Academies Trust|
|Percentage Free School Meals||15.7%|
|Percentage English is Not First Language||5.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. This is a smaller than average-sized secondary school. The school is part of the Bright Tribe MAT. The school meets the current government floor standards, which are the minimum expectations for pupils. achievement. The proportion of pupils for whom English is an additional language is well below average. The proportion of pupils who have special educational needs and/or disabilities is above average. The school does not use alternative provision.
Summary of key findings for parents and pupils
This is a good school Since the multi-academy trust (MAT) took over the school, there has been rapid improvement in pupils. achievement and behaviour. The quality of teaching has improved markedly. The progress of pupils over the last two years has been at least in line with that of other pupils nationally. The headteacher has gained the confidence of staff, pupils, parents and the local community. The reputation of the school has risen and as a result pupil numbers are increasing. Leaders have successfully driven dramatic improvement over the last two years. This is apparent across all aspects of the school, but some subjects and other areas of provision have been more successful than others. Attendance has improved and is now in line with that found in other secondary schools. Pupils. behaviour and conduct in lessons and around the school are exemplary. The 16 to 19 provision is in a state of transition. A very small group remain in the sixth form. Leaders have prioritised maintaining high-quality education for them. While the overall impact of teaching, learning and assessment leads to good progress, the effectiveness of direct teaching in lesson time, and especially planning to meet the needs of different ability groups, is variable. Inadequate teaching has been eradicated through a combination of robust performance management and training.