The Aldgate School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils grow into active citizens at this school. They are proud and happy to come to school every day.

From the very youngest child, they follow the school's clear expectations of how to treat one another. As a result, pupils at this school are kind and caring to all members of the school community. Their behaviour is exceptional because they understand the high standards expected and the routines to follow.

The school prides itself on providing many rich opportunities to its pupils. Every pupil learns to play the violin, cello or double bass by the time they leave the school. Many showcase their talent and skill through public performances.

The provision for... music is remarkable.

Leaders at the school hold the highest ambitions for pupils. They want all pupils, including those with special educational needs and/or disabilities (SEND), to access the full curriculum and become confident in all of their subjects.

Pupils leave the school with impressive levels of literacy and numeracy, but also a firm grasp across the curriculum. For example, pupils can demonstrate key knowledge from their study of ancient Egypt and the Xia dynasty in history.

Parents and carers are highly supportive of the school and recognise that staff are 'attentive and caring and go above and beyond for the children.'



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

The school has used the expertise of their staff to build an ambitious curriculum. The expectations of what pupils should know in each subject are set out and designed in a clear sequence. This helps pupils to remember what they have learned and to build up new knowledge.

Vocabulary has an important role here, and the technical terms are shared and explained for pupils to learn and recall. The curriculum is further bolstered by culture-rich trips to museums and other sites that add to pupils' learning.

Staff deliver the curriculum with skill.

Leaders invest in training and ensure that staff are confident across the full range of subjects. During lessons, teachers pay close attention to the knowledge and skills that pupils are learning. When needed, they take time to slow down and ensure that pupils have mastered the foundations before moving forward.

Any misconceptions are addressed swiftly, including for pupils with SEND.

The school has accurately identified what pupils need in order to become successful readers. Leaders have chosen an appropriate scheme which ensures that pupils develop fluency in their reading.

This includes pupils who speak English as an additional language who access a vast range of books which match their stage of reading development. Any pupils that fall behind are supported so that they successfully catch up and become fluent. Pupils learn to read quickly because they are given books which match the sounds they are learning right from the beginning of their time in Reception.

As a result, pupils become confident, hungry readers and share with enthusiasm the latest novel they are reading, comparing this to other books they have read. Pupils go on to write insightful reflections and analysis on their texts.

Children in the early years follow the school's routines with consistency.

They play and interact with each other using the same caring and kind manners that all pupils in the school show. The early years environment is rich with stimulation and opportunities for physical development. Adults interact with enthusiasm and encouragement to build children's skills.

They introduce new vocabulary to help pupils be prepared for Year 1 and beyond. At times, however, there can be a lack of accuracy and richness in the language used with children. Leaders are taking action through staff training to improve this aspect of the school's work.

Pupils are happy to come to school and attend regularly. When needed, the school works successfully with families to overcome the reasons preventing a child from attending. This strong partnership with parents is a noticeable feature of the school.

The way that the school builds pupils' character is exceptional. There is a programme for personal, social and health education that caters well to pupils' needs. Pupils learn about others and their cultural backgrounds and beliefs.

Their talents are nurtured and developed, including for those with SEND. Pupils can, for example, further their interests in singing, performing arts, sports and robotics. Pupils feel safe and content in school.

This is strengthened by the extensive systems of support that are in place. Leaders are tuned in to any emerging mental health concerns in pupils and respond by providing help if needed. For example, some pupils attend art therapy, others have access to a school counsellor.

As a result, pupils say that they feel safe and are confident that bullying and discrimination have no place in this school.

Leaders and governors have a strong shared vision of high-quality education for all pupils. They hold themselves to high standards and seek external expertise to shape strategic decisions.

Leaders ensure that staff have access to excellent professional development opportunities. Staff are listened to by leaders, and have their time and wellbeing taken into consideration.

Safeguarding

The arrangements for safeguarding are effective.

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