|Ofsted Inspection Rating||Good|
|Inspection Date||24 April 2018|
|Address||Blossomfield Road, Solihull, West Midlands, B91 1SN|
|Religious Character||Does Not Apply|
|Number of Pupils||1417 (48% boys 52% girls)|
|Number of Pupils per Teacher||15.5|
|Percentage Free School Meals||7.5%|
|Percentage English is Not First Language||7.4%|
Information about this school
Alderbrook School converted to academy status in August 2011. Governance is provided by a local governing body. The school is larger than the average-sized secondary school. Most pupils are White British and the proportion of pupils who speak English as an additional language is average. The proportion of disadvantaged pupils is below average. The proportion of pupils who have SEN and/or disabilities, including those who have an education, health and care plan, is well above the national average. A small number of pupils attend off-site alternative provision provided by Solihull local authority, either at the Triple Crown Centre or through ESCOS. Alderbrook hosts two additional resource centres for Solihull local authority. These cater for students with speech and language impairment and autism spectrum conditions. Pupils may initially receive full-time support in the resource base, increasing their access to mainstream provision over time as appropriate to the pupils’ needs, achieving at least 50% mainstream inclusion by or before year 9. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school The school is well led and managed. Leaders know the strengths and weaknesses of the school, and they are using this information to make further improvements. The new headteacher, supported by leaders and staff, has created a positive and ambitious culture. Leaders have high expectations of themselves, staff and pupils. This is an inclusive school where pupils are well prepared for life in modern Britain. Leaders and staff openly promote equality of opportunity and diversity. The broad and balanced curriculum helps pupils to make good progress in many subjects. The school literacy policy is not yet embedded within the curriculum. Teaching is improving and there is some very high-quality practice in the school, especially in mathematics. However, not all teaching matches the quality of the best. Leaders have developed new systems for tracking pupils’ progress and are starting to review and refine them to ensure that they are accurate. The sixth form provides well for its students. The requirements of the 16 to 19 study programme are met. Governors are skilled and knowledgeable. They have a clear understanding of the key issues the school needs to address to maintain a good standard of education. They hold leaders to account and support them effectively. Many groups of pupils, including girls, middle- and high prior-attaining pupils, make strong progress in the school. However, the progress of some pupils with complex and medical needs is slower than other groups. Leaders have created robust safeguarding systems and a culture where pupils feel safe and value the support of staff. Leaders are taking effective action to improve attendance, which, overall, is now close to the national average. Pupils with past poor attendance are coming to school more often than they did previously. Behaviour is usually good in the school, particularly in pupils’ social time. Pupils are proud of their school and display attitudes that demonstrate values of inclusion and fairness.