|Name||The King Alfred School an Academy|
|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||26 April 2017|
|Address||Burnham Road, Highbridge, TA9 3EE|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||The Priory Learning Trust|
|Percentage Free School Meals||15.9%|
|Pupils with SEN Support||8.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
information about the specific needs of individual pupils, but a lack of assessment
information makes it difficult for teachers to plan appropriate work for these pupils. Inspectors noted that in modern foreign languages the most able pupils are making faster progress in their classwork. However, their assessment assignments show that the learning is not secure and pupils’ memorisation skills are not well developed. In science, humanities and other subject areas there is a similarly mixed picture, and while some pupils are making more rapid progress, overall pupils are not making sufficient progress from their starting points. 16 to 19 study programmes Requires improvement Leaders do not have a strong strategic overview of the curriculum from Year 7 through to the sixth form. Leaders are aware that the sixth form curriculum is too narrow and does not provide suitable progression for many pupils after they have completed Year 11. This is further amplified by the exacting entry criteria, so only those who have achieved high GCSE grades are accepted onto study programmes. Expectations of what students can achieve academically in the sixth form are too low. Leaders do not set targets for students or staff that ensure that students are challenged and supported to reach the higher standards of which they are capable. While students’ achievement is in line with that of other students nationally, not enough go on to achieve the very highest grades. Leaders have not ensured that the range of courses students can follow is broad enough or adequately resourced to meet students’ needs. The school does not have the capacity to provide teaching in some subjects. For example, a small number of students have prepared for examinations in mathematics using online resources. The quality of teaching in the sixth form, while stronger than in the main school, is also variable. Students make greatest progress when learning is planned based on the teacher’s assessment of what students know, understand and can do. However, this is not routinely the case in some subjects. Provision for students who need to resit GCSE mathematics and English is limited. Leaders have not ensured that timetabled teaching is consistently provided. Students in the sixth form show very positive attitudes to their learning. Relationships between students and with staff are strong. Students told inspectors that they feel well supported. The vast majority of students who join the sixth form complete their two-year courses. In recent years, girls have not been as successful in the first year of their studies as the boys. Leaders have made provision to tackle this and are tracking girls’ progress more carefully. Sixth form students are well informed about the range of university courses which they can access, but this is less well developed for other career paths. Leaders are now working to broaden the range of experiences and information offered to include, for example, apprenticeships. At the end of their courses, almost all students continue to their chosen pathways, the vast majority progressing to university. Current students were positive about the support and guidance they receive, for example in preparing for university applications. Students have opportunities to participate in a good range of extra-curricular activities, including Young Enterprise events, a debating society and work with charities. However, not all students have developed a good understanding about topical issues. Some students have a limited awareness of the risks of radicalisation and extremism. School details Unique reference number 123879 Local authority Somerset Inspection number 10033303 This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act. Type of school Secondary School category Community Age range of pupils 11 to 18 Gender of pupils Mixed Gender of pupils in 16 to 19 study programmes Mixed Number of pupils on the school roll 1,266 Of which, number on roll in 16 to 19 study programmes 115 Appropriate authority The governing body Chair Hugh Mackay Headteacher Denise Hurr Telephone number 01278 784881 Website http://www.kingalfred.somerset.sch.uk Email address [email protected] Date of previous inspection 2–3 October 2012
Summary of key findings for parents and pupils
This is an inadequate school For several years, GCSE examination results have been poor, including in English and mathematics. Leaders have not tackled these issues with sufficient urgency and have failed to halt the decline in standards. Leaders do not accurately monitor and evaluate the school’s work. This has limited the effectiveness of actions taken to improve pupils’ behaviour and the quality of teaching. Pupils, including the most able and those who have special educational needs and/or disabilities, do not make the progress of which they are capable. Teachers do not have sufficiently high expectations of what pupils can achieve. Teachers do not use information about what pupils already know and can do to plan effectively for the next steps of pupils’ learning. Provision for pupils’ personal development lacks attention to some aspects of risk that they may face in society. Governors are not well informed about the school’s work and the progress pupils’ make. They have not challenged the school’s leaders to make the rapid improvements required. Leaders’ strategies to ensure that disadvantaged pupils catch up quickly have not worked. Behaviour is inadequate, as evidenced by too many instances of low-level disruption in classrooms and by the lack of pride many pupils show in their work. The attendance of pupils overall is too low, particularly for disadvantaged pupils and those who have special educational needs. Leaders’ actions to resolve these issues have not resulted in sufficient improvement. The quality of careers guidance in Years 7 to 11 is poor. Many pupils do not have the knowledge or understanding to make informed choices about their futures. . The school has the following strengths The recent changes to curriculum and teaching are beginning to make a positive impact on the progress that pupils make in key stage 3. Students in the sixth form show good attitudes towards their studies. The proportion of students who carry on to undergraduate study is high.