Kensington Aldridge Academy

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Kensington Aldridge Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Kensington Aldridge Academy.

To see all our data you need to click the blue button at the bottom of this page to view Kensington Aldridge Academy on our interactive map.

About Kensington Aldridge Academy

Name Kensington Aldridge Academy
Ofsted Inspections
Ms Anna Jordan
Address 1 Silchester Road, London, W10 6EX
Phone Number 02073135800
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1281
Local Authority Kensington and Chelsea
Highlights from Latest Inspection


Kensington Aldridge Academy continues to be an outstanding school.

The principal of this school is Anna Jordan.

This school is a single academy trust. The trust is overseen by a board of trustees, chaired by Paul Fletcher.

What is it like to attend this school?

Pupils receive an exceptional education at this school.

Pupils flourish because the school has high academic ambitions for all pupils, including those with special educational needs and/or disabilities (SEND). The school creates a thirst for learning and is driven by its motto 'intrepidus': boldly encouraging pupils to take risks without fear. This ethos builds both resilience and creativity.

Staff... and pupils are proud of their school. The school has fostered a strong community that is welcoming and warm. The school is led with both sensitivity and determination, building a vibrant school in which pupils excel.

Staff have consistently high expectations of pupils' behaviour. Pupils behave very well and are committed to their learning. They are courteous and respectful to each other and adults.

Where pupils struggle, the school takes prompt and effective action to support them. Sixth form students take an active role in mentoring younger pupils and endeavour to be role models for their peers.

The school provides an array of opportunities to develop pupils' character.

Pupils engage in fundraising activities, support the local food bank and take part in a wide range of trips and clubs. Many pupils take on leadership responsibilities by becoming prefects, joining the school council or becoming 'student technicians'. Pupils are safe at the school and attend well.

What does the school do well and what does it need to do better?

The school provides a curriculum that is ambitious and sharply focused on making learning memorable. Teachers set purposeful activities that deepen and consolidate learning. Knowledge is logically sequenced, so pupils return to, practise and embed key concepts.

For example, in English younger pupils learn about social responsibility, political satire and Victorian London through their study of the traditional text 'Animal Farm' and the more modern 'Ruby in the Smoke' to provide a strong foundation for their study of GCSE texts.

Teachers have a strong subject knowledge. They think carefully about what is learned and when.

In dance, the curriculum is taught through choreography, performance and appreciation, and pupils' work is underpinned with enrichment opportunities that are provided by the Royal Academy of Dance. In all subjects, teachers routinely return to key vocabulary and check regularly that pupils remember essential knowledge and build on this learning at just the right time. A relentless drive for excellence and high aspiration for all continues into the sixth form.

Pupils with SEND are quickly identified and included in the ambitious learning of the classroom. Where additional help is required, pupils are given effective support. Some pupils move between the Grandin Centre and the main school, where the priority remains that all pupils both enjoy school and make great progress.

Leaders have made reading a priority of the school. Pupils in Years 7 to 9 have dedicated reading time each morning with high-quality texts. Teachers are reading experts and deliver these lessons enthusiastically.

Books are chosen to promote a love of reading and explore a range of issues and experiences. Pupils who need additional support to develop fluency receive help that is well suited to their needs.

Staff have very high expectations of pupils' behaviour.

Pupils develop independence and benefit from the support they receive to self-regulate and to build confidence. The house system and school values are at the core of the school and create a collegiate atmosphere on site. Pupils feel safe and are respectful in this diverse community.

Pupils are consulted on school policy and take an active role in the school council. Successes and achievements are celebrated and the 'intrepidus badge awards' are held in high regard. The school takes prompt and effective action where any concerns about attendance are identified.

Leaders prepare pupils and students in the sixth form extremely well for the next stage of education, employment or training. Pupils take part in work experience in both Year 10 and Year 12. Pupils are provided with a careers advisor, careers fairs, workshops and talks about a wide range of pathways and careers, including routes into journalism, politics and engineering.

Sixth form students also enjoy a wide range of societies, including in medicine and law. Many students speak highly of the individual guidance and opportunities that leaders have sought for them. Pupils in younger years take part in interhouse competitions, clubs and trips, including visits to museums and theatres, field trips and overseas excursions.

Staff are dedicated to the school and feel valued. Leaders at all levels are reflective and committed to further improvement. Trustees work together with leaders and have a keen understanding of the school and its wider context.

Parents and carers speak highly of the school and the 'can-do' attitude that enables pupils to thrive and excel.


The arrangements for safeguarding are effective.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in December 2017.

  Compare to
nearby schools