|Name||Dixons Kings Academy|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||26 January 2017|
|Address||Northside Road, Bradford, West Yorkshire, BD7 2AN|
|Number of Pupils||827 (56% boys 44% girls)|
|Number of Pupils per Teacher||13.7|
|Academy Sponsor||Dixons Academies Charitable Trust Ltd|
|Percentage Free School Meals||21.4%|
|Percentage English is Not First Language||32%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Kings Science Academy opened as a free school in September 2011. In January 2015, the academy became part of the Dixons Academies Trust and was renamed Dixons Kings Academy. The school is a smaller than the average-sized secondary school. Almost all pupils are from minority ethnic groups. Most are of Pakistani heritage. The proportion of pupils who have special educational needs and/or disabilities is below the national average. About four in 10 pupils are known to be eligible for free school meals, above the national average. 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. The school met the current floor standards in 2016. These are the minimum expectations of pupils’ progress set by the government. Five pupils are educated off site at Bradford College.
Summary of key findings for parents and pupils
This is an outstanding school Leaders at all levels are relentless in their pursuit of excellence. They uphold the highest expectations of behaviour and learning. Consequently, the rate of school improvement has been tremendous. In 2016, the progress of pupils in Year 11 was exceptional. The school was in the top 10% of schools nationally for progress overall and in the top 1% for progress in science. This substantial and sustained progress is evident across all current year groups and almost all subjects. While in 2016 there was a small degree of inconsistency in progress for some groups and subjects, any differences are quickly diminishing. Leaders and teachers have virtually eliminated any difference in achievement between disadvantaged pupils in the school and that of other pupils nationally. Teachers support and challenge pupils who have special educational needs and/or disabilities well so that they make strong progress. The most able pupils, including the most able disadvantaged pupils, make sustained progress so that many reach the highest grades by the time they leave the school. There remains some scope for a few of these pupils to make even more progress. Teachers’ training and development and leaders’ checks on teaching quality are highly effective. As a result, teaching is highly consistent in quality across almost all subjects. Teachers get the basics right. In particular, they assess pupils exceptionally well and make use of this information to plan teaching that deepens learning for all groups of pupils. The school’s core values of integrity, civility and diligence are evident in practice. Pupils are well mannered and motivated, and develop resilience. Leaders and teachers prepare pupils well for life in modern Britain through well-planned personal and social development programmes and a range of enrichment activities. Leaders’ commitment to helping pupils achieve high-quality academic qualifications is evident in the much higher than average proportion of pupils achieving the English Baccalaureate. Leaders ensure that pupils throughout the age range receive high-quality independent advice, including impartial careers guidance. As a result, last year, all pupils went on to suitable post-16 education and training programmes. Trustees, directors and governors offer robust challenge and support to leaders. They are persistent in their drive for excellence in all aspects of pupils’ development.