 The King Alfred School is a larger than average-sized secondary school. Pupils’ prior attainment in all year groups is at least equal to the national average.  The current headteacher took up the post in September 2014.  The proportion of pupils who are disadvantaged is broadly in line with the national average.  The proportion of pupils who have special educational needs and/or disabilities is above the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below the national average. Inspection report: The King Alfred School, 26–27 April 2017 Page 10 of 13  A small number of older pupils are educated at The Bridge School (PRU), Bridgwater, or The Cannington Centre, Bridgwater College.  In 2016, the school did not meet the floor standards set by the government.  The school meets the Department for Education’s definition of a coasting school based on key stage 4 academic performance results in 2014, 2015 and 2016.  The school has been supported by the local authority through the Somerset Challenge, a collaborative partnership of schools, since September 2016. Consultations have included visits to the school by a national leader of education.  The school’s website does not meet all requirements on the publication of information about the most recent examination results and the school’s performance. Information about the curriculum offered to each cohort is not sufficiently detailed. Some information is not easy to find, and there are some documents which require updating.  Inspection report: The King Alfred School, 26–27 April 2017 Page 11 of 13 Information about this inspection  Inspectors visited classrooms to observe learning across all year groups and in a wide range of subjects. Inspectors were usually accompanied by a member of the school’s senior leadership team.  Inspectors observed pupils’ behaviour as they moved around the school site and at leisure times. They talked to pupils informally and also formally in meetings to gather their views.  Samples of pupils’ work were looked at to assess progress over time, and inspectors talked to pupils about their learning and experiences.  Meetings were held with the school’s senior leaders and with other members of staff. Meetings were also held with representatives of the governing body, including the chair. An inspector held a telephone conversation with the local authority’s education partner, who provides advice to the school’s leaders. A further meeting took place with another representative of the local authority.  A wide range of documents and records were examined, including the school’s own self-evaluation and improvement plans, and safeguarding records and information about behaviour and attendance. Records included information about the progress of pupils and the actions planned to tackle any barriers to learning.  Inspectors also took into account 173 responses to Parent View, 121 responses to the pupils’ survey and 78 responses to the staff survey. Inspectors also considered a small number of responses from parents which were communicated in other ways.