|Name||Kinver High School and Sixth Form|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||14 March 2018|
|Address||Enville Road, Kinver, Stourbridge, West Midlands, DY7 6AA|
|Religious Character||Does Not Apply|
|Number of Pupils||583 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.6|
|Academy Sponsor||Invictus Education Trust|
|Percentage Free School Meals||6.8%|
|Percentage English is Not First Language||0.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Kinver High School and Sixth Form converted to academy status in March 2015. It is one of five secondary schools in the locality that are sponsored by the Invictus Education Trust. Formal authority resides with the board of trustees, and local oversight is exercised by a local governing board. In January 2018, the trust amended the frequency and focus of the meetings of the local governing board and dispensed with its two committees. The school is smaller than the average-sized secondary school, but the roll is increasing. The sixth form is small. The trust’s five schools collaborate in managing their 16 to 19 study programmes, and students move between sites to follow the courses they deem best suited to their aspirations. Almost all pupils are White British. The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who are disadvantaged and receive support from the pupil premium is well below the national average. At key stage 4, a few pupils access part-time alternative provision to follow work-related courses in construction and hairdressing. These pupils attend Kidderminster College and Wightwick Hall School. In 2017, the school met the government’s floor standards, which set the minimum expectations for the attainment and progress for pupils by the end of Year 11.
Summary of key findings for parents and pupils
This is a school that requires improvement In recent years, pupils’ progress in science and mathematics has been too slow. Leaders’ expectations in these subjects are insufficiently clear, and the quality of teaching is inconsistent and sometimes weak. In mathematics, teachers do not give pupils sufficient opportunity to develop their own mathematical thinking or apply their knowledge to practical situations. Where teaching is weaker, teachers often do not pitch work at the right level for some groups of pupils in the class. Teachers sometimes do not provide pupils with feedback about how to improve their work. They therefore do not give pupils enough opportunity to extend their ideas and learn from their mistakes. In 2017, pupils left the school having made progress that was below the national average overall, and in some subjects including mathematics and science. The achievement of disadvantaged pupils lags behind that of others. Leaders have not identified clearly which improvement strategies have been most successful. The pupil premium is not well targeted at barriers to learning. Leaders have not made the best use of the really effective teaching in the school to improve weaker practice. New procedures for assessing and recording pupils’ attainment have good potential, but do not yet provide a reliable picture of pupils’ achievement. The school has the following strengths Much teaching in the school is effective. Standards are high in English, humanities and art. The curriculum is well balanced, and extra-curricular activities make a strong contribution to pupils’ learning. 16 to 19 study programmes are effective. Teaching is strong, and students make good progress. Pupils’ behaviour in lessons and at social times is good. They have a strong understanding of diverse cultures and the importance of tolerance. Safeguarding is effective.