In January, AHS was inspected by the Independent Schools Inspectorate’s (ISI). The inspection evaluates pupil experience across four key areas:
- Leadership and management
- Quality of education
- Pupils’ physical and mental health and emotional wellbeing
- Pupils’ social and economic education and contribution to society
The inspection took place over 2.5 days, during which inspectors observed lessons, met with students and staff, and engaged with members of our Governing Body. Questionnaires were also sent to all parents, pupils, and staff, with responses carefully analysed.
We were pleased to receive the ISI’s final report, confirming that AHS meets all standards and regulations governing independent schools and is fully compliant in all areas. What’s more, the report’s high praise reflects the immense dedication and skill of all staff across both the Prep and Senior School. You can read the report in full here.
‘Significant Strength’ recognition
We are incredibly proud to be one of the very few schools inspected under the new framework to receive a ‘Significant Strength’ recognition. This is the highest accolade under the new structure, awarded only when a school demonstrates something truly exceptional with impact across the entire organisation. It is designed to be rare, making this recognition all the more meaningful.
Our Significant Strength is as follows:
“Leaders ensure that therapists work together in highly effective partnership with staff, and that all staff working with pupils effectively use consistent therapeutic approaches to support pupils’ learning extremely successfully.”
Highlights from the report
I have selected some key quotes from the report that truly reflect the dedication of our staff and the impact we strive to have on our students:
- “Leaders across the school prioritise individualised learning by tailoring the curriculum to meet the diverse needs of pupils. By focusing on achievable goals and recognising each pupil’s strengths, leaders ensure that pupils experience meaningful progress and engagement.”
- “Teachers plan lessons from a well-devised curriculum overview. Staff demonstrate good subject knowledge and understanding, as well as a deep understanding of pupils’ needs, aptitudes, and prior attainment gained from thoroughly assessing pupils’ work, attitudes, and learning.”
- “Many aspects of the school’s curriculum help build pupils’ resilience, confidence, and self-esteem. Staff understand pupils’ needs well and intersperse lessons with, for example, a movement break, a calming activity, or a ‘happy zone’ as needed to support individuals’ emotional wellbeing. This helps them to tackle learning activities that develop their confidence and self-esteem.”
- “There is mutual trust between staff and pupils. Highly productive relationships with families ensure that pupils’ attendance and physical and emotional wellbeing are supported well.”
- “On their first arrival at the school, pupils are often not yet in the right frame of mind to engage with their education as productively as possible. The school caters for those pupils whose previous negative educational experiences or needs make it difficult for them to see a route through education. Leaders and staff provide these and other pupils with sensitive help, information, and support that enables them to develop confidence about the future and work towards something to look forward to when they leave the school.”
Looking ahead
While we are incredibly proud of this positive report, we remain committed to continuous improvement. Our students deserve the very best education, and we will continue to refine our practices, staying at the forefront of research-based approaches to ensure meaningful outcomes for every pupil.
