|Name||Aspire Academy Bexley|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||15 July 2015|
|Address||South Gipsy Road, Welling, Kent, DA16 1JB|
|Religious Character||Does not apply|
|Number of Pupils||48 (83% boys 17% girls)|
|Academy Sponsor||London South East Academies Trust|
|Percentage Free School Meals||62.5%|
|Percentage English is Not First Language||2.1%|
|Pupils with SEN Support||2.1%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
This very small school caters for primary-aged pupils from across Bexley. The school is part of the New Horizons Federation with two other local special schools. These are Oakwood School and Pathways Short Stay school. The school has a recently established an outreach service to support re-integration into mainstream schools. All pupils have a statement of educational needs for their emotional and social mental health issues. A few pupils also have a diagnosis of autism spectrum disorders. Most pupils are of White British Heritage, and none speaks English as an additional language. The proportion of pupils eligible for the pupil premium is well above average. This is additional government funding for pupils known to be eligible for free school meals and looked after children. The school also receives an additional sports grant. The senior leadership team has increased since the previous inspection with the addition of a new deputy headteacher and a new curriculum leader.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher and senior management team are highly ambitious for their pupils. They have provided very high quality training for staff so that the achievement and behaviour of pupils are now outstanding. The school is improving because of outstanding leadership and management which has resulted in consistently excellent teaching and achievement. Federation leaders and governors are extremely supportive of the headteacher. They have ensured that all groups of pupils achieve outstandingly well as a result of very regular and rigorous checks on teaching. A high proportion of pupils make outstanding progress in English and mathematics from their initial low starting points at the school. Pupils rapidly improve their skills in speaking and listening because of regular high quality therapies. These ensure that pupils’ confidence in speaking aloud in class is excellent. A high proportion of pupils integrate back into mainstream schools in Year 6. The governing body have high quality skills. They use these skills to regularly challenge leaders and hold them to account. Governors ensure that additional government funding enables eligible pupils to achieve at least as well as their classmates, and sometimes better. Parents are overwhelmingly pleased with their children’s education and the high quality of support that they receive. The school provides an exciting range of subjects and topics for all pupils. These engage pupils very well and ensure that they quickly improve their academic and personal development. Provision to promote pupils’ spiritual, moral, social and cultural development is extremely effective. Visits to the local community and further afield help to prepare pupils very well for their futures. Behaviour across the school has improved and is outstanding. Pupils get on very well together and are safe at school. Pupils themselves say that they feel really safe. Pupils enjoy school very much. This is evident in their high attendance, which has improved rapidly in the past two years. Teaching is outstanding. Tasks are carefully planned to meet each pupil’s individual abilities. These challenge pupils to work hard and succeed. Pupils fully engage in learning. School staff are extremely supportive of leaders and very proud to work at the school.