Kemnal Technology College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school show kindness and respect for each other. Bullying is rare and people from different backgrounds are treated equally.

Pupils who are new to the school are welcomed. Pupils feel safe in the school. Some pupils do not behave as well as they should in lessons, and this can disrupt learning.

Leaders are ambitious for all pupils and have put in place a carefully considered curriculum. Sometimes this curriculum is not implemented as leaders intend, which means that some pupils have gaps in their knowledge. Leaders have placed a strong emphasis on developing reading skills across the whole school.

This helps pupils to access the curriculum and ...to broaden pupils' minds as they read a range of different books. Pupils can engage in a variety of activities outside of the classroom, including looking after the school's chickens. However, many pupils do not take up these opportunities.

Leaders and staff recognise that the school is on a journey of improvement. They have identified the issues that need addressing and are taking action.

What does the school do well and what does it need to do better?

Leaders have established a broad, balanced and carefully sequenced curriculum.

In Years 10 and 11, pupils choose from a range of different subjects, including vocational qualifications. Teachers have good subject knowledge and, in most cases, select teaching activities that best meet pupils' needs. Sometimes, however, teachers do not check pupils' understanding or make sure that previous learning has been remembered.

The assessment tasks that the school uses do not consistently match what has been taught. In addition, they are sometimes not well matched to the needs of some pupils. This means that sometimes gaps in pupils' understanding are not identified and addressed.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). Leaders ensure that information about these pupils and suggested strategies to support them are shared with staff. Sometimes this information lacks detail, so teachers do not provide activities or resources that would help these pupils in lessons.

Leaders have established a strong focus on reading across the school. This includes targeted help for those who need extra support. This support is delivered by trained staff and includes additional help for pupils who speak English as an additional language.

Pupils say that bullying is rare and when it does happen it is dealt with quickly by staff. Pupils who have recently arrived in the United Kingdom, for example those who have come from Ukraine, feel very well supported and welcome in the school. Leaders have high expectations of pupils' behaviour, but on occasion learning is disrupted by poor behaviour in class.

Some teachers do not apply the behaviour system consistently. Fixed-term exclusions from school are high, which has a negative impact on pupils' access to the full curriculum. Leaders have introduced plans to reduce fixed-term exclusions and are starting to see some small improvements.

Pupils in all year groups follow a carefully thought out personal, social and health education (PSHE) programme. Pupils are taught about healthy relationships, how to stay safe and how to eat healthily. Leaders have made sure that pupils have appropriate careers education and guidance.

This includes visiting speakers in school and trips to careers events. Although leaders provide a range of clubs and activities that pupils can attend, take up of these activities is low. Opportunities for pupils to be further involved in school life or to develop leadership skills are limited.

Leaders know the school well and have an accurate understanding of what needs to be done for the school to continue to improve. Staff have confidence in the leadership of the school and say that leaders are supportive and approachable. Governors fulfil their statutory duties, and the Kemnal Academies Trust provides support and advice to leaders.

However, those responsible for governance have not been quick enough to challenge leaders over the high number of fixed-term exclusions.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have a strong understanding of the safeguarding priorities for the school, including the local issues that affect pupils.

Staff are appropriately trained and are regularly updated on safeguarding issues. Staff know to be vigilant, and they report concerns in a timely way. Leaders work effectively with other agencies to secure the support that vulnerable pupils need.

Pupils are taught how to stay safe, including how to stay safe online. They say they feel safe and know how to report any concerns they have.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not routinely reinforce and check what pupils know and remember.

This means that some pupils are not able to build on prior learning or embed new knowledge. Leaders must make sure that the way the curriculum is delivered allows pupils, including those with SEND, to secure new learning and to build on previous learning. ? In some subjects, assessment tasks are not closely aligned to the curriculum and are inaccessible for some pupils.

This means that sometimes teachers cannot check how much pupils have learned, and some pupils are not able to engage with assessments. Leaders must ensure that assessment systems are adapted to allow teachers to check pupils' learning accurately to inform future planning. ? The proportion of pupils who have had a fixed-term exclusion is very high and has a negative impact on pupils' access to an uninterrupted curriculum.

Those responsible for governance have not challenged school leaders early enough to address this. Leaders should make sure that plans to reduce the number of fixed-term exclusions are swiftly implemented, so that fewer pupils miss out on the planned curriculum. ? Sometimes learning is disrupted by poor behaviour.

Leaders should make sure that staff have high expectations of behaviour and apply the behaviour procedures consistently, so that lessons can proceed without interruption and pupils can learn without disturbance. ? Some pupils do not have enough opportunities to help them develop their confidence, resilience, and independence. Leaders should increase pupil participation in extra-curricular activities and develop pupil leadership roles, so that pupils can develop wider personal skills, including self-confidence and resilience.