King Edward VII Academy

Name King Edward VII Academy
Ofsted Inspection Rating Inadequate
Inspection Date 24 September 2019
Address Gaywood Road, King’s Lynn, Norfolk, PE30 2QB
Phone Number 01553773606
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1113 (51% boys 49% girls)
Number of Pupils per Teacher 16.6
Academy Sponsor Eastern Multi-Academy Trust
Local Authority Norfolk
Percentage Free School Meals 13.7%
Percentage English is Not First Language 28.2%
Catchment Area Information Available Yes, our catchment area data is FREE

What is it like to attend this school?

Pupils often miss out on learning because teachers do not manage their behaviour well enough. Too many pupils routinely miss out on learning because they are removed from lessons for even minor breaches of the school’s behaviour policy. While this means behaviour in lessons is generally calm and purposeful, the problems caused by challenging behaviour are not sorted out. Pupils’ behaviour has not been managed well enough for some time. The trust has allowed weak behaviour management to go on for too long.

Pupils say that it is fine to be different at the school. However, they do not really understand what this means. When asked, they said some people are picked on for the way they are. They told us that phrases such as ‘that’s gay’ are used, but are not meant to be homophobic. They do not appreciate that this might be hurtful to some pupils.

Pupils mostly feel safe in school, but would like all their concerns followed up properly. They feel that some staff deal with incidents of bullying more effectively than others.

What does the school do well and what does it need to do better?

Leaders do not do enough to sort out poor behaviour. When pupils are removed from lessons, leaders do not do enough to teach them how to behave better next time. Staff do not set clear expectations of how pupils should conduct themselves or treat others respectfully. Staff are not trained well enough in how to manage pupils’ behaviour. The school’s approach leads to too many pupils who misbehave, or fail to follow the school rules, being removed from lessons.

New leaders have recently started to address weaknesses in behaviour management by providing more training for teachers and support staff. They have also appointed new staff to lead improvements to pupils’ behaviour. This is all very new and has had little impact.

The quality of education pupils receive is poor. Teaching is not good enough and behaviour is not managed effectively. This prevents pupils from developing the knowledge and understanding they should.

In depth inspection of science, mathematics, history and French showed that, until recently, leaders and teachers have not planned effectively what pupils need to learn and when this should be taught. There are new plans in place to improve this, but they are not consistent across all subjects.

Teachers often do not check what pupils have learned and what they have not. Weak assessment means that teachers are unclear about what pupils need to do next to build on what they have learned previously.Absence rates are high. Pupils miss too much time for learning because they are not in school often enough. When they do attend, too many pupils are removed from lessons. This presents a major barrier to learning and progress.

Pupils with special educational needs and/or disabilities (SEND) are not taught or supported effectively. While the needs of the pupils are identified, too few teachers plan suitable learning for them or give the help they need. Pupils with SEND are often removed from lessons. Leaders have not fully considered the reasons why this happens or what could be done to stop this happening.

The school has some strengths. Leaders have made some early improvements to the teaching of English. This is having a positive impact on pupils’ learning and progress in this subject. Pupils often receive effective careers guidance and support. Leaders promote school sport well, and physical education is a strength of the curriculum. Leaders have trained pupils as anti-bullying ambassadors to help others.

Provision in the sixth form is much better than in the main school. Leaders in the sixth form review the effectiveness of the curriculum and step in when subjects do not perform as well as they should. Most teachers teach the curriculum in a way which helps students to learn well.

Sixth-form students receive good guidance and mentoring from staff. They are well supported in planning what to do in the future. A large proportion go on to education, employment or training. Students have plenty of meaningful opportunities to develop leadership skills, such as by working with younger pupils in the school.


The arrangements for safeguarding are effective.

Leaders and the trust review their safeguarding arrangements regularly. They have improved the quality of their documentation. They maintain an effective record of their checks on the suitability of adults who work in the school and have well-kept records of concerns about pupils’ well-being.

Leaders make sure staff are trained in different aspects of safeguarding pupils. Staff understand how to use leaders’ new systems to report concerns. Leaders follow up on concerns, liaising with external agencies as appropriate to keep pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The curriculum is not fully established. Planning in a range of subjects is new and does not show how pupils’ knowledge and understanding should develop as they move through the school. Leaders should review the quality of curriculumplanning and check that this is adhered to by teachers. . Teachers are unaware of what pupils have learned. They do not know what pupils need to spend longer working on to secure their understanding, or when pupils are ready to move on. Leaders should make sure that teachers use assessment effectively to inform their actions to plan learning and to move pupils’ learning on. . Too many pupils miss time in lessons because they are removed from lessons due to their poor behaviour, or because they are absent from school. Pupils removed from lessons do not learn as well as they should. Leaders should seek ways to raise overall attendance and review the school’s procedures to manage pupils’ behaviour in lessons. . The underlying causes of pupils’ poor behaviour have not been resolved. Pupils continue to misbehave even when they have been removed from lessons because they are not taught how to improve their behaviour. Leaders should provide further training for staff in how to manage behaviour and provide further guidance for pupils to improve their behaviour.