Alderwood School, located in Aldershot, Hampshire, underwent an inspection from January 8 to January 9, 2020, and received an overall effectiveness rating of good. The school, formed through the amalgamation of three predecessor schools, has successfully created a unified community where pupils feel a sense of belonging. The school environment is described as safe and happy, with high attendance rates among students. Leaders, governors, and staff share a common goal of helping pupils achieve their best. Feedback from staff, parents, and carers is overwhelmingly positive, particularly regarding the transition process between different school sites.
Pupils exhibit calm and positive behavior across all school sites. They listen attentively in lessons and show respect for one another. Inspectors noted the sensible behavior of pupils throughout the school, and relationships between staff and students are characterized by friendliness and support. Instances of bullying are reported to be rare, and staff are effective in addressing any issues that arise. Pupils are encouraged to be responsible citizens, as demonstrated by a successful campaign led by junior pupils to promote road safety near the school.
The leadership team, including the executive headteacher and heads of the primary and secondary phases, has fostered a collaborative environment among staff across the three sites. This collaboration has led to improvements, particularly in the secondary phase, although leaders acknowledge that further enhancements are still needed. Early years provision is strong, with well-planned activities that support children's development. The teaching of reading is also well-structured, with daily reading sessions and a clear phonics program. However, there are occasional mismatches between pupils' reading levels and the books they are assigned.
In mathematics, the curriculum in key stage two is robust, allowing pupils to build on their prior knowledge effectively. The curriculum beyond mathematics and English in key stage two is engaging, but the foundation subjects do not consistently build pupils' knowledge and skills as effectively. Science teaching in key stage one is a strength, with pupils learning key concepts in a well-sequenced manner. Transition from Year six to Year seven has improved, with teachers having a good understanding of the standards expected at the start of secondary school.
In key stage four, more pupils are taking subjects that contribute to the English Baccalaureate, and there has been an increase in the number of pupils continuing with modern foreign languages. While overall GCSE results have improved, they still fall below national averages. Older pupils benefit from stable staffing and improved teaching, although inconsistencies in teaching practices remain a challenge.
Support for pupils with special educational needs and disabilities is generally effective, with learning being appropriately planned to meet their needs. However, there are instances where support is not as well organized, particularly on the senior site. Leaders are aware of this and are working to ensure consistent support for all pupils.
The school places a strong emphasis on personal development, aiming to provide a well-rounded experience that prepares pupils for future challenges. Senior leaders are dedicated to the well-being of both pupils and staff, fostering a positive school culture. Safeguarding arrangements are effective, with a strong focus on pupil safety and well-being. Overall, while Alderwood School demonstrates many strengths, there are areas identified for improvement, particularly in ensuring consistent teaching quality and curriculum planning across all subjects.
