King Edward VII Academy

Name King Edward VII Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 14 June 2017
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 1179 (51% boys 49% girls)
Number of Pupils per Teacher 17.0
Academy Sponsor Eastern Multi-Academy Trust
Percentage Free School Meals 13.6%
Percentage English is Not First Language 26.3%

Information about this school

The school does not comply with Department for Education guidance on what academies should publish on their website, and does not meet requirements on the publication of information about pupil premium, Year 7 catch-up funding or ensuring that all policies refer to the correct academy trust. The school opened as an academy in September 2014 under the sponsorship of the College of West Anglia (CWA). The CWA formally removed its sponsorship of all academies in May 2017. As a result, the Eastern Multi-Academy Trust (EMAT) was created to provide sponsorship for all of the academies who had previously been under the sponsorship of the CWA. This is a very recent development in June 2017. The new chief executive officer has supported the school moving from the CWA into the EMAT. Following the appointment of a new chief executive officer to the trust, the trust reorganised the leadership of secondary schools under its responsibility. The principal, who had acted as an executive headteacher to support another local secondary school, returned full time to King Edward VII Academy, alongside a number of other senior leaders in March 2017. The proportion of pupils who are eligible for the pupil premium funding is slightly below the national average. The proportion of pupils who have special educational needs and/or disabilities is broadly in line with the national average. Pupils often enter with attainment that is significantly lower than expected for their age. However, this is not a consistent picture for all year groups. A small number of pupils in key stage 4 access alternative provision or additional curriculum provision at the College of West Anglia, and at Kings Lynn Academy. The school met the floor standards set by the Department for Education for the achievement of pupils in Year 11 in 2016.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have an overgenerous view of the quality of the provision in the school. Leaders, including middle leaders and governors, do not use assessment information sharply enough to support pupils to make rapid progress, especially at key stage 3. Leaders and governors have not used the additional funding that they receive for disadvantaged pupils with enough precision to raise standards consistently for these pupils in all year groups. Although teaching, learning and assessment are improving, leaders have not ensured that they are consistently good. Pupils’ experiences in mathematics and science are variable. Although safeguarding is effective, leaders do not ensure that all of their recording of information is consistently detailed. Despite rapid actions by the new leader, pupils who have special educational needs and/or disabilities are not yet making consistently good progress across the curriculum. On occasion, a few pupils in Year 11 undertake additional qualifications, with limited curriculum time or support, which do not always meet their personal aspirations or interests. Where teaching, learning and assessment are not well matched to pupils’ needs, some pupils become disengaged and a small number can become disruptive. Attendance, although improving, is still too low for all pupils, and groups of pupils such as those who have special educational needs and/or disabilities, and disadvantaged pupils. The school has the following strengths The sixth form is good. Most pupils and parents are positive about the quality of this provision. Teaching, learning and assessment have improved, especially in English and history. Year 7 pupils who need to catch up are being well supported to develop their literacy skills. Leaders monitor the provision for pupils who access courses at other schools and colleges effectively, and pupils achieve well in these courses. The support for children looked after is a strength in the school.