King Edward VI Aston School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy coming to school. They enjoy their learning, especially in mathematics and science.

Pupils say they feel safe in school. They are taught to keep themselves safe. If they are worried or experience any of the rare instances of bullying, they know they can speak to someone.'

Adults listen to us', they say. Pupils appreciate the system which allows them to report incidents confidentially.

Parents and pupils who responded to inspectors all agreed that teachers challenge all pupils, whatever their circumstances, to do as well as they can.

The school is highly successful in ensuring all pupils are successful in their outcomes.

Pupi...ls behave exceptionally well. They get on very well with each other and respect those with different backgrounds and lifestyles.

They have the chance to take responsibilities. Leaders respond very well to pupils' views expressed through surveys.

Pupils have a very extensive range of sporting, musical and other cultural opportunities.

Those who recently visited Italy on a geography trip were enthusiastic about their experience. They have a very wide choice of GCSE subjects, including Mandarin. The collaboration in the sixth form, with three other schools, allows students to take their chosen A-level courses.

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

Leaders have designed a highly ambitious curriculum. This includes for pupils with special educational needs and/or disabilities (SEND) and for disadvantaged pupils. No one is left out.

Most pupils take a humanity subject and a modern foreign language at GCSE. This is in addition to English, mathematics and all three sciences. Pupils are very enthusiastic about the additional photography and food technology courses.

The planning of the curriculum enables pupils to build on what they have learned previously, for example 'bonds' in Year 9 chemistry. In the sixth-form curriculum, planning is equally very strong. Teachers' excellent subject knowledge enables them to respond to pupils' thoughtful questions, for example, in sixth-form politics lessons on world events.

Leaders think carefully about how lessons are sequenced so that learning is cumulative. For example, in mathematics, teachers check not only pupils' most recent learning but work they have learned previously. Teachers check pupils' understanding in lessons skilfully.

Lessons characteristically start with recapping previous learning.

All pupils, including those with SEND, have full access to all subjects. Teachers make suitable adaptions to learning activities for individuals as required.

Disadvantaged pupils and those with SEND achieve at least as well as their peers in all subjects. This includes in modern foreign languages.

Pupils develop their reading in other subjects as well as in English.

Reading aloud is a regular feature of lessons. Texts are challenging and varied to promote creativity, critical thinking and debate. Those who need help with reading receive additional high-quality support.

The regular 'drop everything and read' sessions promote a love of reading.

Pupils have highly positive attitudes to their learning. This is reflected in lessons free of any low-level disruptive behaviour.

Pupils' behaviour and conduct around the school are exemplary. They are polite, courteous and well presented. Attendance levels are very high.

Pupils confirmed that bullying, harassment and violence are never tolerated. They have a very strong understanding of what constitutes offensive and unacceptable racist and homophobic language and terminology.

Leaders place an equal emphasis on pupils' personal development and well-being as on their academic achievement.

Pupils benefit from a highly effective personal, social, health and economic education programme. It covers mental health and preparing for the financial skills pupils need for the future. The house system strongly encourages pupils to collaborate and compete.

The school council enables pupils to feed back their views, which has led to increase in additional activities and equipment. There is a very extensive range of after-school activities. These include the Islamic and African-Caribbean societies.

Pupils receive appropriate advice on their next steps and future careers. The school meets the requirements of the Baker Clause. Sixth formers are extremely well prepared for life beyond school.

In the words of students, there is 'a stupendous enrichment programme'. Opportunities for work experience are closely linked to their future destinations.

Leaders are very mindful of workload in their planning.

Teachers appreciate how leaders listen to them and respond, for example on the approach to marking pupils' work. Leaders ensure staff are very well trained, including in equalities, diversity and inclusion. Additional funding to support disadvantaged pupils is bespoke for every pupil.

Trustees and governors know the school very well and share leaders' ambitions to attract more pupils from the local community. They hold leaders closely to account for safeguarding and SEND.

Safeguarding

The arrangements for safeguarding are effective.

All staff are trained well to identify pupils who need early help. The culture is 'report everything. It could happen here'.

This includes looking for signs of pupils at risk of child sexual exploitation. Where pupils need help or external support, leaders respond appropriately. Referrals are made in a timely manner.

Leaders are trained well to manage the safe recruitment of new staff and, if necessary, allegations against staff.

Pupils are taught through the curriculum to keep themselves safe. This includes gang violence and safe use of the internet, for example when making online payments.