Kensington Aldridge Academy

Name Kensington Aldridge Academy
Ofsted Inspection Rating Outstanding
Address 1 Silchester Road, London, W10 6EX
Phone Number 02073135800
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1167 (49.9% boys 50.1% girls)
Number of Pupils per Teacher 11.1
Academy Sponsor Aldridge Education
Local Authority Kensington and Chelsea
Percentage Free School Meals 37.4%
Percentage English is Not First Language 34.7%
Pupils with SEN Support 11.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (12 December 2017)
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Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Due to the school being in very close proximity to Grenfell Tower, the school has had to move to their current temporary, purpose-built, high-quality accommodation, about one mile away from the school. Leaders anticipate that the school will move back to its original building in September 2018. The school is sponsored by Aldridge Education and the Royal Borough of Kensington and Chelsea. The school has a formal agreement with Charterhouse and Godolphin and Latymer, which are two independent schools. The school opened in September 2014, and is an average-sized secondary school. There are currently pupils in Years 7 to 10, with a growing sixth form. The proportion of pupils known to be eligible for free school meals is well above the national average. The proportion of pupils who have SEN and/or disabilities is also well above the national average. The proportion that speak English as an additional language is well above the national average. The school has a specialist resource provision, The Grandin Centre. The centre provides support for pupils who have been diagnosed with an autistic spectrum disorder. There are currently 16 pupils in the provision. They generally attend lessons in the main school, but receive support in the centre, including at break and/or lunchtimes, as specified in their education, health and care plan or statement of special educational needs. A small number of pupils are educated on a short-term placement in alternative, off-site provision. This is through The Golborne Centre, which is the local authority pupil referral unit.

Summary of key findings for parents and pupils

This is an outstanding school Leaders, governors and staff have the highest ambitions for pupils. Together, they have created a school where pupils are happy, safe and making excellent progress. What the school has achieved and sustained is remarkable. Senior leaders consistently review priorities, ensuring that subject leaders have the knowledge and skills to secure high standards in their own subjects. As a result, the quality of leadership at all levels is exceptional. Leaders have created a culture where the school’s motto, ‘Intrepidus’ is at the heart of everything. It means to be bold, fearless and undaunted. In the words of a pupil, ‘Intrepidus is a lifeline for us all, for our future lives.’ Pupils live up to the school motto. They are hard-working, resilient and confident young people who are being fully prepared for life in modern Britain. Pupils’ behaviour is excellent. They take great pride in their work and have highly positive attitudes to learning. Staff morale is exceptionally high. Staff enjoy working at the school and benefit from high-quality training. Teachers new to the profession feel very well supported in settling into the school quickly and developing their practice. The curriculum is carefully designed and reflects the school’s performing arts specialism. Leaders do their best to ensure that the option subjects at key stage 4 reflect pupils’ aspirations. The teaching of the curriculum ensures that pupils develop a deep understanding of what they are learning. The sixth form is outstanding. Students make excellent progress overall, including the most able. Students are full of praise for the sixth form, including enrichment activities, work experience and careers advice. Pupils make outstanding progress in nearly all subjects. This is because teachers use their excellent subject knowledge to plan effectively to meet pupils’ different needs and abilities. Teachers fully support pupils to develop the skills needed to be successful in their different subjects. Leaders have identified the need to improve outcomes further in design technology and computing science. Leadership of special educational needs (SEN) and/or disabilities, including of the resource base, is highly effective. Leaders monitor and support pupils’ academic and emotional development fully. Leaders are aware of the need to improve training for supporting adults to ensure that there is consistently high-quality support for all pupils.