|Name||Kings College Guildford|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 July 2018|
|Address||Southway, Guildford, Surrey, GU2 8DU|
|Number of Pupils||328 (47% boys 53% girls)|
|Number of Pupils per Teacher||12.2|
|Academy Sponsor||Guildford Education Partnership|
|Percentage Free School Meals||18.3%|
|Percentage English is Not First Language||11%|
Information about this school
Kings College Guildford is a smaller-than-average secondary school for pupils aged 11 to 16. The sixth form, which previously formed part of the school, closed just before this inspection took place. The school is a sponsored academy which belongs to the GEP trust. School leaders work closely with colleagues from other schools across the trust to facilitate extra help that supports ongoing school improvement. GEP has also supported the school in forming a working partnership with the Royal Grammar School (RGS) in Guildford. The trust delegates responsibility for governance to an interim executive board known as the executive working group (EWG). The EWG was put in place after the last inspection, when the previous governing body was dissolved. The principal took up his post in September 2016, shortly before the last inspection. His vice principal has been in post for the same length of time. During 2017/18, the senior leadership in the school has been supplemented by a vice principal and assistant principal seconded for a year from other schools. The school incorporates a specialist resource base, the PDC, for up to 12 pupils who have physical disabilities. This resource is commissioned by the local authority. Pupils attending the PDC each have an education, health and care plan. There are currently three pupils supported by this resource base. A small number of pupils, mainly in key stage 4, attend an alternative provision for part of their education. School leaders work with Wey Valley College, the Well Project at Guildford College, the Change of Scene farm, Normandy Therapy Garden and Skillway to cater appropriately for pupils’ specific needs.
Summary of key findings for parents and pupils
This is a good school Leaders’ determined and focused actions promote rapid school improvement. Staff share leaders’ commitment to ensuring that pupils’ academic and pastoral needs are met well. Leaders make careful checks on standards in the school. Their effective use of training supports whole-school priorities alongside teachers’ specific development needs. Consequently, teaching has improved. Pupils learn well because of the consistently effective teaching they experience. Their progress is increasingly strong over time. Sometimes learning activities do not deepen pupils’ thinking as much as they could. Pupils in Year 11 have made very good progress over the past year. However, this is not enough to make up for the less effective teaching they experienced in the past. Their attainment and progress since joining the school are, consequently, too low. In other year groups, standards are rising. Pupils now make strong progress across a range of subjects. This is helping them to catch up from their typically below-average key stage 2 starting points. Leaders use additional funding successfully to help pupils who most need to catch up. Disadvantaged pupils, and those who have special educational needs (SEN) and/or disabilities, make good progress and are catching up with their peers in school. Leaders make creative use of limited resources to ensure that the curriculum is suitably broad and appropriate. They use a wide range of extra-curricular opportunities to develop pupils’ deeper understanding of the world and to raise their aspirations. Safeguarding is effective. Staff use policies and procedures successfully to promote a safe culture in the school. Adults know pupils well and work conscientiously to meet their needs. Pupils who use alternative provision and those supported by the physically disabled centre (PDC) attend regularly and are successful. Leaders keep in close contact with pupils being educated elsewhere, to ensure that they are safe and are making academic progress. Governors and the trust provide useful support and challenge to leaders, supporting the school’s sustainability and development. They hold leaders effectively to account for the difference their work is making to pupils. Pupils report how behaviour has improved dramatically since the last inspection. Pupils work hard and respond well to clear and consistent routines. The atmosphere around the school is typically calm and purposeful. Pupils now attend school regularly. The proportion who are persistently absent has declined to below the national average. Leaders work effectively with the families of pupils whose attendance needs to improve.