Kirkbie Kendal School


Name Kirkbie Kendal School
Website http://www.kirkbiekendal.cumbria.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 23 September 2014
Address Lound Road, Kendal, Cumbria, LA9 7EQ
Phone Number 01539727422
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 943 (50% boys 50% girls)
Number of Pupils per Teacher 15.6
Local Authority Cumbria
Percentage Free School Meals 5.4%
Percentage English is Not First Language 2.3%

Information about this school

Kirkbie Kendal is an averaged sized secondary school with a sixth form. It converted to an Academy in April 2011. The predecessor school was judged to be good at the last inspection. The proportion of disadvantaged students and those eligible for the pupil premium is below average. The pupil premium is additional funding provided to this school for students known to be eligible for free school meals and those in the care of the local authority. The proportion of students with special educational needs or disabilities supported through school action is average. The proportion supported through school action plus or with a statement of special educational needs is below average. Very few students are from minority ethnic groups and virtually all speak English as their first language. The sixth form includes students who attended other schools in the area for their 11 to 16 education. A small number of students are educated off-site to enable them to pursue courses of their choice. Fifteen Year 11 students attend Kendal College for one day a week, one student is pursuing level 2 qualifications, one has additional music tuition and one has additional football training. The school does not enter students early for GCSE. The school meets the current government floor standards which are minimum expectations for students’ attainment and progress. The school is a partner in the South Lakes Federation of Schools, a member of the Kendal collaborative and a strategic partner in the South lakes Teaching School partnership. It is a centre of excellence for geography. There are three specialist leaders in education and a specialist leader trainer.

Summary of key findings for parents and pupils

This is a good school. The headteacher provides strong direction and staff set high expectations for students. Good leadership at all levels has secured good teaching and achievement. Some aspects of leadership are outstanding, including the promotion of students’ spiritual, moral, social and cultural development and pastoral support. Procedures to keep students safe and the behaviour of students are outstanding. Students’ excellent attitudes to learning mean they make the most of the opportunities offered. Students are respectful and considerate towards each other. They feel extremely safe and secure in school. Good teaching helps students build on their knowledge and skills. Students make good progress from their starting points overall. The most able students make the most rapid progress and achieve high grades. Attainment at GCSE is average or above average in most subjects. The sixth form is outstanding. Students’ achievement has risen significantly as the result of a concerted effort by all staff to improve teaching. Sixth form students make an excellent contribution to the school. It is not yet an outstanding school because : Students in the lower ability sets do not always make the same rapid progress as others because : teaching is not as highly effective as it is in higher ability groups. Students who are supported through pupil premium do not achieve as well as other students with the same starting points in school and all students nationally. Not all tutor times are used as effectively as they could be. The quality of marking is variable. It does not always resolve misunderstandings or lead to improvement. New initiatives to provide additional support to students who are falling behind do not provide targets that are precise enough to help them catch-up or enable teachers to check their progress. Monitoring and evaluation of teaching and students’ progress varies in quality between subjects.