The Adeyfield Academy, located in Hemel Hempstead, Hertfordshire, was inspected on 10 and 11 January 2023, and received an overall effectiveness rating of good. The school has established a close-knit community where pupils feel well-known and cared for by staff. High expectations for behavior, courtesy, and personal presentation are consistently modeled and enforced by teachers. Pupils generally behave sensibly, showing respect for one another and for adults. When incidents of bullying or disagreements arise, they are addressed swiftly and effectively, supported by the school’s records. Each pupil has a named trusted adult to whom they can turn for guidance and support, contributing to a safe environment.
In the classroom, pupils benefit from consistent routines and knowledgeable teaching, leading to improved standards of work, particularly in the sixth form, where small group sizes enhance learning. The leadership team is ambitious, raising expectations for pupil achievement and celebrating successes frequently. The development of pupils' character and resilience is prioritized, with assemblies and tutor time effectively promoting personal development and respect for diverse views and lifestyles.
The curriculum at Adeyfield Academy aligns with national expectations, providing a broad and balanced program for pupils in Years 7 to 9. There has been a notable increase in the number of pupils choosing to study languages and humanities subjects in Years 10 and 11, which has positively influenced academic options in the sixth form. The work assigned to pupils reflects the planned curriculum, with adaptations made for those with special educational needs and disabilities. Staff emphasize the importance of reading, providing effective support for those who struggle.
Common routines for lessons and assessments have established clear expectations for both staff and pupils. While pupils' understanding and vocabulary are regularly assessed, there are instances where praise is given for task completion rather than the quality of work. This can hinder pupils' awareness of how to improve their standards. Nonetheless, significant changes to the curriculum have led to improved progress across subjects, including English and mathematics.
Classroom relationships are strong, characterized by mutual respect, and misbehavior is rare, allowing lessons to focus on learning. Attendance has improved, although some pupils still miss school too frequently. Leaders are focused on further improvements in attendance, particularly for those who are persistently absent. The school offers a growing range of extracurricular activities, including sports and the arts, contributing to character development and earning external recognition.
The leadership team is recognized for their enthusiasm and determination, supported by knowledgeable governors and trustees. Staff are committed and appreciate the consideration given to their workload and well-being. The number of pupils applying to join the school has increased significantly, reflecting the establishment of deep-rooted routines and expectations. However, leaders acknowledge that their journey is ongoing and that further improvements are necessary.
Safeguarding arrangements are effective, with all necessary checks conducted on adults working at the school. Staff are trained to recognize and act on safeguarding concerns, ensuring pupils are taught how to stay safe both online and offline. The school is committed to promoting equity, diversity, and inclusion, with a focus on important personal issues such as consent. Overall, while the school has made significant strides, there are areas for improvement, particularly in providing feedback that emphasizes the quality of work and addressing attendance issues for a small number of pupils.
