St Aldhelm’s Academy is recognized as a good school, continuing to foster a strong community ethos where positive relationships between staff and pupils are paramount. The school environment encourages pupils to be attentive and conduct themselves well, with many aspiring to achieve and taking pride in their work. Teachers generally maintain high expectations regarding pupils' behavior and attitudes, although there are instances where these expectations are not consistently upheld, leading to some disruptions in lessons.
The academy prides itself on being inclusive, valuing pupils of all abilities and backgrounds. Most pupils report feeling safe and believe that staff effectively address issues, including bullying. However, both pupils and parents have expressed concerns about the management of challenging behavior, particularly following the disruptions caused by the COVID-19 pandemic. The rapid increase in pupil numbers and the introduction of new teachers have contributed to a less settled atmosphere than usual.
The curriculum at St Aldhelm’s Academy is designed to support pupils' spiritual, moral, social, and cultural development, offering numerous opportunities for exploration of interests. Pupils learn about diversity and citizenship, although some still struggle to show respect for differences. Those with special educational needs and disabilities are integrated into mainstream classes and generally feel well-supported.
Leadership at the school has established a well-structured and broad curriculum, driven by a clear moral purpose to enhance outcomes for all pupils. The curriculum includes both academic and vocational opportunities, with a strong emphasis on English Baccalaureate subjects. Leaders assist pupils in making informed choices regarding their future pathways, including apprenticeships. Curriculum plans are tailored to meet the needs and interests of pupils, who appreciate the quality of teaching in core subjects while also valuing access to the arts and humanities.
Trust leaders and local committee members share the ambition of school leaders and are actively involved in ensuring the curriculum promotes academic, social, and emotional success. They provide financial support to maintain curriculum implementation during and after the pandemic and challenge leaders effectively.
Leaders are adept at identifying strengths and weaknesses within the school and take prompt action to address areas needing improvement. They recognize the challenges posed by rapid growth and changes in staffing, which have led to inconsistencies in the application of behavior policies and support for pupils with special educational needs.
Curriculum leaders are skilled and passionate, particularly in English, science, mathematics, and humanities, where the curriculum is effectively sequenced. However, some subjects, such as languages and personal, social, and health education, require further development to meet the evolving needs of pupils.
The reading strategy implemented by leaders has yielded mixed results. While it effectively supports early readers, it does not sufficiently challenge more confident readers or foster a love of reading among all pupils. Consequently, some pupils do not fully appreciate the importance of reading in accessing the wider curriculum.
Overall, pupils, including those with special educational needs and disadvantaged backgrounds, achieve well at St Aldhelm’s Academy. Lessons are often engaging, and feedback from teachers is constructive, helping pupils retain key knowledge. The arrangements for safeguarding are effective, with strong systems in place for recording concerns and ensuring pupils receive necessary support. The school is committed to continuous improvement, with a focus on enhancing the consistency of behavior management and the implementation of the curriculum across all subjects.
