|Name||King’s College London Maths School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||25 April 2017|
|Address||80 Kennington Road, London, SE11 6NJ|
|Religious Character||Does Not Apply|
|Number of Pupils||148 (65% boys 35% girls)|
|Number of Pupils per Teacher||9.8|
|Percentage English is Not First Language||20.9%|
Information about the provider
King’s College London Mathematics School (KCLMS), run in partnership with King’s College London, opened in 2014 to provide high-quality mathematics education in the heart of London. The provision combines mathematics with physics, economics and computing to give learners the key understanding and skills they will need to study mathematical courses at university. Learners take a GCE AS level in either computer science or economics at the end of the first year and GCE A levels in mathematics, further mathematics and physics at the end of their second year. Approximately 140 learners study at KCLMS, divided equally between each year group. The provision has a selective admissions policy and attracts highly gifted mathematicians aged 16 to 19 from a wide range of backgrounds across London and the Home Counties. The proportion of learners from a Black or other minority ethnic heritage is similar to that of other sixth-form centres in London.
Summary of key findings
This is an outstanding provider Governors and senior leaders have set a clear vision and secured a well-planned curriculum, which provides excellent learning opportunities for talented young mathematicians. The proportion of learners who complete their qualifications successfully is exceptionally high. Learners make outstanding progress when compared to the grades they achieved previously at GCSE level. Learners benefit from the excellent partnership with King’s College London University. As a result, learners are prepared very well for entry into the most prestigious universities, with almost all learners gaining places, including to Oxford and Cambridge. Learners make excellent progress in their learning and become highly accomplished scholars. Their work is of the highest standard. Governors monitor the performance of learners assiduously and hold senior leaders to account, expecting them to take rapid action to make any required improvements. Teachers have the highest expectations for their learners to be successful and ensure that learning is fast paced and stimulating. Learners are highly accomplished; they develop strong mental resilience as a result of using their excellent mathematical skills to solve complex problems. Learners benefit from a very broad range of clubs and societies that extend their learning and knowledge of the world around them exceptionally well. Learners have a good understanding of how to contribute effectively to life in a cosmopolitan society. Teachers ensure that learners are well informed on current affairs. Learners debate topical subjects in a vigorous and persuasive manner and develop excellent skills of oracy. Learners’ behaviour is exceptionally good. Their positive attitudes and collaborative teamwork both inside and outside lessons are outstanding.