Alderman Peel High School

Name Alderman Peel High School
Ofsted Inspection Rating Good
Inspection Date 11 December 2012
Address Market Lane, Wells-next-the-Sea, Norfolk, NR23 1RB
Phone Number 01328710476
Type Academy
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils Unknown
Academy Sponsor The Wensum Trust

Information about this school

The school is much smaller than other secondary schools. The large majority of students are White British and speak English as their first language. The proportion of students supported by the pupil premium, which is extra government funding given to the school on the basis of the numbers known to be eligible for free school meals, in the care of the local authority or from service families, is above average. The proportion of disabled students and those who have special educational needs supported at school action is below the national average. The proportion supported at school action plus or with a statement of special educational needs is above average. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The school makes arrangements for a relatively small group of students in Years 10 and 11 to access alternative provision or work-related courses, such as horticulture and skills for life, on a part-time basis in other local institutions. The number of students registered at the school is rising and a much higher proportion of students than nationally are joining the school after the start of Year 7. There have also been significant staff changes since the last inspection. The current headteacher took up post a little over two years ago and more than half the teachers have been at the school for two years or less. The school has a partnership agreement with the governors of a local primary school whereby the headteacher of Alderman Peel also heads up the primary school.

Summary of key findings for parents and pupils

This is a good school. Students are achieving well, particularly in mathematics, and their standards of work are improving especially in English. Teaching is typically good. Some is outstanding. Teachers use their good subject knowledge to probe students’ understanding. A wide variety of subjects and courses enrich students’ learning. Many out-of-school activities, visits and visitors promote students’ personal development and widen their horizons so that they develop into mature and thoughtful young people by the time they leave school. Adapted work and individual guidance for disabled students and those who have special educational needs help them to do well. Behaviour is usually good in lessons, and at times outstanding. Students also behave well around the school. They enjoy their time at school and build strong relationships with adults and other students. The excellent care that students receive helps them to feel safe at school. The school is led and managed well. A good focus on improving teaching and learning means it is getting better. Leaders visit lessons regularly so they know what is working well and where improvements are needed. Governors provide good oversight of the school’s work and engage actively with staff and students to check for themselves how well it is doing. It is not yet an outstanding school because : The work teachers set in lessons is occasionally a little too hard for less-able students or too easy for the more-able. Sometimes, teachers spend too long introducing a lesson or leading discussions from the front of the class. In these cases, students are not actively involved and this slows their learning. Teachers mark students’ work regularly, but do not always give them enough guidance on how to improve their work. The school makes good use of the considerable data it has on how well students are doing but does not always analyse it well enough, for example to give governors a clear overview of students’ performance.