Alde Valley Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a safe place to learn.

Pupils are happy here. They like their teachers. Pupils with special educational needs and/or disabilities (SEND) receive strong support.

However, some pupils do not fully engage with the school's ethos. They get on with things, but not with high levels of motivation.

Behaviour is inconsistent.

Expectations have risen recently. This has led to calm classrooms and corridors. Some pupils struggle to follow what the school asks of them.

They are not taught enough about how to behave appropriately. These pupils get into trouble, and then repeat these behaviours.

Pupils like being with their friends.
...r/>However, some bullying happens. There is low-level, harsh language, such as unkind 'banter'. When the school knows about these issues, it deals with them firmly.

But sometimes the unkind behaviour persists. Pupils want more opportunities to express how they feel about school.Pupils learn an appropriate curriculum.

This, though, is not always taught effectively. Pupils do not achieve as well as they should.

There is a wide range of opportunities.

Many pupils participate in these. They go on visits abroad, such as to Normandy. Pupils learn teamwork and leadership through the varied sporting activities.

Those who need to learn to swim.

What does the school do well and what does it need to do better?

The school has been through a period of decline. The trust recognises that oversight in the past has not been tight.

Historically, there have been low expectations from all levels of leadership. The trust and the school have now undertaken a sober evaluation of the quality of provision, and have accurately assessed areas to improve. They have acted urgently to remedy the situation.

The beginnings of improvement are in place. But there is a lot more work to do.

The curriculum aims to meet the needs of pupils.

For instance, it is adjusted to support pupils who enter Year 7 with lower writing skills. The curriculum identifies well what knowledge pupils need to succeed. This helps pupils, including those with SEND, make steady progress in most areas.

Where the curriculum is effective, pupils develop detailed knowledge, such as rich vocabulary in modern foreign languages.

Results in national tests in 2023 were low. In response, the school has created clear expectations for teaching.

However, these are new. In some areas, teachers deliver learning successfully. Where this is the case, pupils produce high-quality work, such as art that builds on a range of genres.

Teachers adapt learning precisely for pupils with SEND so they can access it. But there is inconsistency. Sometimes teachers use tasks that do not help pupils understand the learning.

In addition, learning is not always checked effectively. As a result, pupils quite often move forwards with gaps in their knowledge. Consequently, they do not do as well as they should.

Some pupils who struggle to read well do not get all the help they need. If pupils have SEND, they get effective support with reading. Although the school has planned a reading strategy there is not a coherent programme of support for other readers who lack confidence.

This hinders their learning. In some cases, pupils disengage and behave less well as a result.

There are high standards for attendance.

Absence is low. The school has reset standards for behaviour. Consequently, sanctions are frequent.

This has created a more orderly culture. However, the school reacts to incidents rather than dealing with the underlying causes. Pupils do not always learn to make better choices without adult support.

In several areas, the curriculum for personal development is well considered. However, it does not cohesively build pupils' characters. Pupils learn about important content, such as healthy relationships.

At times, they value this and voice thoughtful views. That said, often this learning does not have the effect the school intends. Pupils are taught about careers.

The school works closely with local partners to open doors to the world of work. Yet this does not always excite pupils to explore their options. The school promotes its positive values, but pupils sometimes lack respect, confidence and resilience.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not have in place a coherent approach to improving reading for many weaker readers. This prevents pupils from accessing learning as effectively as they might.

Sometimes, it contributes to poor behaviour. The school needs to ensure that those who struggle to read confidently receive an effective programme of support, to enable pupils to be able to access and progress with their learning more effectively. ? Teachers sometimes do not teach the curriculum well enough.

Where this is the case, they plan and use activities that do not enable pupils to learn successfully. Teachers do not routinely check learning in a way that shows where gaps are, so these can be addressed. This means pupils do not make the progress they should.

The school should ensure teachers receive the guidance and support they require to deliver the curriculum as the school intends. ? The school does not teach pupils effectively how to behave well. This means that the underlying causes of misbehaviour are sometimes not successfully addressed.

Too many pupils who receive sanctions then repeat their misbehaviour. The school needs to review its behaviour policy and ensure it helps pupils to understand how to conduct themselves well and why this is important. The school does not have a sufficiently effective character curriculum.

Pupils struggle to develop respect, kindness, confidence, and resilience. A significant minority of pupils do not engage wholeheartedly with the school's ethos and aims. The school needs to ensure its personal development programme is helping pupils engage with and embody the school's ethos, so that they develop positive character traits more richly and successfully.