Royal Alexandra and Albert School

About Royal Alexandra and Albert School Browse Features

Royal Alexandra and Albert School

Name Royal Alexandra and Albert School
Ofsted Inspection Rating Good
Inspection Date 19 September 2012
Address Gatton Park, Reigate, Surrey, RH2 0TD
Phone Number 01737649000
Type Other
Age Range 7-18
Religious Character None
Gender Mixed
Number of Pupils 1072 (50% boys 50% girls)
Number of Pupils per Teacher 14.7
Local Authority Surrey
Percentage Free School Meals 4.8%
Percentage English is Not First Language 14.8%
Persisitent Absence 17.1%
Pupils with SEN Support 8.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a co-educational school of average size. It educates pupils from Year 3 to Year 13. The school’s numbers have grown steadily since the last inspection, with the establishment of a rapidly expanding sixth form as a key factor. Over half of the pupils are full or weekly boarders and flexible boarding is available to all pupils. A significant number of pupils are supported by a charitable foundation set up by an Act of Parliament to provide boarding education for children who have lost one or both parents or carers or whose circumstances make boarding a recommended option. In addition, a substantial number are supported by the Ministry of Defence. The proportion of pupils known to be eligible for the pupil premium is small. The proportion of pupils from minority ethnic groups is higher than average, with those of Asian heritage making up the largest group. A slightly larger than average proportion of pupils have English as an additional language. A higher than average proportion has a statement of special educational needs or is supported on a school action plus programme. Predominantly these pupils have behavioural, emotional and social development issues or specific learning difficulties. Pupils’ attainment and progress at Key Stage 2 and Key Stage 4 exceed current government floor standards. The school has specialist status for sport.

Summary of key findings for parents and pupils

This is a good school. Leadership and management at all levels share an ambitious vision that effectively fosters achievement and strongly promotes pupils’ spiritual, moral, social and cultural development. Boarding was not part of this inspection but it clearly shapes and supports the school’s inclusive values and breadth of achievement. The rigorous setting of targets for teachers is driving improvement. Achievement is steadily strengthening. Attainment is well above national floor standards. All groups make good or better progress, including those with disabilities or special educational needs, those known to be eligible for the pupil premium, those with English as an additional language and those who join the school part way through their secondary education. The sixth form is good, with outstanding elements. Growing rapidly, it offers a broad choice of courses, encourages aspiration and fosters independent learning and personal responsibility. Most teaching is good or better; much is outstanding. Overall, pupils’ learning is well supported by teachers’ and learning support assistants’ knowledge and enthusiasm, attention to individual needs, constructive assessment and firm, but quietly effective, behaviour management. Pupils are proud of their school and respond wholeheartedly to its emphasis on personal responsibility, community values, mutual respect and acceptance of differences. They feel safe, are extremely well behaved and are justifiably confident that all reasonable steps are taken to ensure their well-being. The range of subjects provided is broad and balanced, fulfilling statutory requirements and they effectively support all pupils’ needs. The range and quality of-out-of class activities and visits are outstanding, combining further academic challenge with opportunities to participate in team and individual sports, community service and visual and performing arts. It is not yet an outstanding school because : The analysis and use of assessment information to track the progress of different groups of pupils is not sufficiently robust. The curriculum in Key Stage 3 and marking require further review and development.