Aldworth School, located in Basingstoke, Hampshire, has been evaluated as requiring improvement in several key areas following its inspection on February 7 and 8, 2023. The overall effectiveness of the school, along with the quality of education, behavior and attitudes, and leadership and management, were all rated as requiring improvement. However, the personal development aspect of the school was rated as good, indicating some strengths in this area.
The school is described as friendly and welcoming, with positive relationships between most staff and pupils. Students express confidence in the support they receive from specific staff members. They appreciate the variety of extracurricular activities available, including sports clubs and a recent musical production. Despite this positive environment, a minority of pupils do not consistently meet behavior expectations, leading to unsettled behavior during social times. Reports of disrespectful language and intimidation among younger pupils by older students have been noted, although most pupils feel safe and believe that bullying is addressed effectively, albeit inconsistently by staff.
The curriculum at Aldworth School is ambitious and well-planned in several subjects, but there is inconsistency in how effectively teaching meets the needs of all pupils. Consequently, not all students make the expected progress. While leaders have identified the necessary knowledge and skills for pupils, the implementation of these plans varies across subjects. Some teachers effectively gauge pupil understanding and adapt their teaching accordingly, while others do not utilize assessment effectively, leading to gaps in knowledge that are not adequately addressed.
Support for pupils with special educational needs and disabilities has improved, with quicker identification of those needing extra help. However, the adaptations made in lessons are not consistent across all subjects, resulting in some pupils not making the progress they should. Reading support for struggling pupils is effective, and leaders are prioritizing reading across the school, although this practice is not yet fully embedded.
Behavior expectations have been established, but their application by staff is inconsistent, leading to varied experiences for pupils. Attendance remains a concern, particularly for those with special educational needs, hindering their learning and progress. The school has a strong personal development program, offering a range of clubs and activities that engage pupils beyond the classroom. The careers program is well-considered, providing pupils with information about various career options.
The safeguarding arrangements at Aldworth School are effective, with staff receiving appropriate training to identify and refer at-risk pupils. However, some record-keeping processes could be improved for efficiency. Leaders ensure that adults working with children are safe, and governors hold leaders accountable for safeguarding responsibilities.
To improve, the school needs to ensure consistent implementation of the planned curriculum across all subjects, enhance the effectiveness of assessment practices, and embed behavior policies to create a uniform standard of expectations. Additionally, efforts must be intensified to address high rates of persistent absence, ensuring that all pupils attend school regularly to maximize their learning opportunities. Overall, while Aldworth School has strengths, particularly in personal development and safeguarding, significant work is needed to enhance the quality of education and behavior management to meet the needs of all pupils effectively.
