|Name||Alec Reed Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 April 2015|
|Address||Bengarth Road, Northolt, Middlesex, UB5 5LQ|
|Religious Character||Does Not Apply|
|Number of Pupils||1513 (53% boys 47% girls)|
|Number of Pupils per Teacher||17.7|
|Percentage Free School Meals||19.5%|
|Percentage English is Not First Language||58.7%|
Information about this school
The academy is larger than the average-sized school. It is an all-through school where children can start in the Nursery aged three and stay there until they leave from Year 13 aged 18. A few Nursery children attend full time but the vast majority attend part time. The primary phase has three classes in each year group and this expands to six classes in the secondary school. Some students join the academy each year for their sixth form studies. The proportion of pupils who join the academy at times other than the usual starting point each year is higher than in most schools. The academy is sponsored by Sir Alec Reed and The Reed Foundation. This is a very diverse school community where three quarters of the pupils come from Black and minority ethnic groups. The proportion of disabled pupils and those who have special educational needs is above the national average. The academy shares a site with the John Chilton Special School, which is a local authority provision for children with physical disabilities. It was not part of this inspection. The proportion of pupils for whom the academy receives the pupil premium is above average. This is additional government funding for pupils in the care of the local authority or those eligible for free school meals. The academy does not use any alternative provision. There have been a number of changes at a senior level. The Interim Principal, in post at the time of the previous inspection, left at the end of the summer term 2013. A second Interim Principal took over until April 2014 when the current Principal took up his post. Assistant Principals with specific responsibilities for English and mathematics were appointed when the new leadership team was created in September 2014. The academy meets the government’s current floor standards, which set the minimum expectations for attainment and progress of pupils in the different phases.
Summary of key findings for parents and pupils
This is a good school The Principal, together with other leaders, has secured rapid improvement across the academy so that its effectiveness is now good. Leaders have high expectations. They have effectively tackled weaknesses in teaching, providing training that helps teachers to improve their skills. Children in the Nursery and Reception classes get a good start to their education and achieve well. Pupils’ achievement is good and improving. They are taught well through the school and now make good progress in different subjects, including English and mathematics. The sixth form has improved and most students achieve the qualifications they need to go on to university or into employment. Systems to check progress are detailed and thorough. Teachers use this information carefully to plan effective lessons that meet individual as well as class needs. The gaps between the achievement of different groups of pupils are closing. Pupils supported by the pupil premium funding or who speak English as an additional language make progress at a similar rate to other pupils. Behaviour is good. Pupils have good attitudes to learning and they behave well in lessons and around the school. Attendance is above the national average. The academy works successfully to keep pupils safe and to help them learn how to keep themselves safe. Pupils’ spiritual, moral, social and cultural awareness is very well developed in most aspects. They are keen to take part in a wide range of enrichment activities. The governing body is well informed about the school’s performance. Governors both support leaders and challenge them to make sure that the academy continues to improve. It is not yet an outstanding school because : Teaching is not yet outstanding. Teaching does not always encourage pupils to think more deeply about their learning. Pupils’ responses to the guidance they receive about improving their work are inconsistent. The outdoor area in the early years is not used as effectively as it could be to support learning. Students’ results at A level, though improving, do not yet match those obtained in vocational subjects.