Kemnal Technology College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils in the school appreciate the pastoral guidance they receive in the 'ACE' provision.

Mentor sessions support pupils' well-being and academic progress though the curriculum. Staff know the pupils well and work to build positive relationships. This ensures that pupils are safe in school.

Pupils do not routinely achieve well in national outcomes because they do not develop an in-depth understanding of what they learn. The school has raised expectations for what pupils can achieve. There is now an ambitious curriculum in place for pupils, including pupils with special educational needs and/or disabilities (SEND).

Staff do not have routinely high expectation...s of pupils' behaviour and attitudes to their learning. As a result, pupils can lose focus in their learning and sometimes demonstrate negative behaviour around the school site. The school has put in place new systems to support behaviour.

Although these are starting to have an impact, staff do not consistently apply these.

Pupils have access to a range of wider opportunities to develop their talents and interests. This includes a variety of sports, music, and crotchet clubs.

The number of pupils choosing to take part in these is increasing.

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

Pupils study a broad curriculum. The school has considered the needs of different pupils when designing the curriculum.

It has identified the key knowledge it wants pupils to learn and when. The curriculum is designed to build pupils' knowledge progressively over time. For instance, in geography, the school has worked positively to develop pupils' knowledge and skills over time.

In science, there are some opportunities for pupils to revisit important knowledge.

The school has not ensured that teachers have the expertise to use their strong subject knowledge to identify misconceptions and check if pupils understand what they have been taught. As a result, pupils move on to new subject content before they have secured important knowledge.

Pupils sometimes develop gaps in their learning that remain unaddressed. Learning activities do not consistently ensure that pupils practise and master what they are learning in sufficient depth. The school guides staff in how to support individual pupils, depending on their needs.

However, staff do not consistently follow this guidance. This means that pupils with SEND do not get the precise support they need. Staff do not ensure that the work produced by pupils with SEND is of a high quality.

Staff identify pupils who are weaker readers when they join the school. Support is put in place for the weakest readers who follow an appropriate phonics-based programme, which improves their reading confidence. However, for other readers, there is a lack of structure to support them to increase their reading fluency and vocabulary acquisition.

Pupils do not routinely show positive attitudes to their learning. Sometimes, staff do not manage effectively pupils who distract the learning of others. The number of pupils who receive suspensions is reducing, although these remain high.

The school has clear procedures in place and works closely with parents and carers to support pupils to attend school regularly. Although these strategies are beginning to have an impact, pupil absences remain high in the school.

The school has developed a personal development programme that is designed to teach pupils how to stay safe and healthy.

Some pupils do not routinely recognise the importance of these sessions. This means that some pupils do not develop an in-depth understanding of certain aspects of life in modern Britain. The school provides pupils with purposeful careers advice and guidance.

Pupils take part in a range of activities including careers interviews and trips to universities.

The local governing body and trustees bring a range of experience to their roles. They understand the strengths and priorities of the school.

Staff appreciate leaders' considerations for their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not securely check how well pupils have understood what they have been taught.

This means that gaps in pupils' learning remain unaddressed, or misconceptions go unattended and become embedded. This includes for pupils with SEND. The school should ensure that staff have the knowledge and expertise to routinely check for and address gaps and misconceptions in pupils' learning.

• The school does not develop pupils' language, vocabulary, and wider reading consistently well. This limits pupils' knowledge and understanding of subject-specific vocabulary and reading fluency. The school should ensure that there are well-structured opportunities to develop pupils' language and reading skills across the curriculum.

• Staff do not routinely deliver the school's expectations in relation to pupils' behaviour. This results in learning sometimes being disrupted during lessons. The school should ensure that staff understand how to secure the highest standards of behaviour and implement the agreed policies consistently.