King Ecgbert School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils succeed in living up to the school's ambitions for them to achieve highly, to be respectful and to aspire and have goals that extend beyond their time in school.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve exceptionally well across a very wide range of subjects in the school and the sixth form. These impressive outcomes open doors to a wide range of opportunities when leaving school.

Expectations around behaviour in school are very high. Pupils live up to these high standards. School is a calm and welcoming environment where pupils show respect to each other and to adults.

Pupils enjoy attending school. Th...ey feel safe.

King Ecgbert School serves a diverse community.

The annual diversity week which celebrates the many cultures present within the school community through a range of events, culminating in 'KEStival' night, is a highlight of the school year for many pupils and staff and reflects the culture of respect for others. One sixth-form student summed things up perfectly saying, 'We are a community. No one is ever left out in the cold.'



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

Pupils across school are able to follow academic and vocational courses that meet their current interests and future ambitions. The school works closely with employers to ensure that pupils taking vocational courses are well prepared to seek employment in appropriate industries. For example, in the 'Design, Engineer, Construct' course, students use industry-standard software and present their work to representatives of high-profile companies such as HS2.

Subject teams, including subject specialist teaching assistants, work together exceptionally well to construct curriculums that clearly identify what pupils need to learn. These goals frequently extend beyond the national curriculum and examination specifications. For example, in English, teachers deliver sessions on topics based on their personal specialisms such as 'Allusion in Shakespeare'.

These optional lectures are very well attended.

The school is determined that the quality of provision for those most vulnerable nationally, including pupils with SEND, will be central to the work of the school. They assert 'if we get it right for our most vulnerable, then we'll be getting it right for everyone'.

Consideration of pupils with SEND is integral to the work of the subject teams. It is not an 'add on'.

Pupils who arrive at school needing support with their reading are identified quickly and receive support that is carefully matched to their needs.

Their reading improves rapidly. This allows them to access other subjects successfully.

Pupils, including those with SEND and those who arrive at school with weaker reading, achieve exceptionally well.

Attendance is very high. Leaders monitor attendance carefully and provide effective support to families who need it.

Expectations around behaviour are clear to staff and pupils.

A minority of younger pupils and parents have concerns about how stringent the rules are. However, older pupils, and most parents, are clear that those rules support pupils to develop good habits that help them to be successful. Where pupils find it more challenging to meet the behaviour expectations, steps taken to support them are usually effective.

Students in the sixth form serve as role models for younger pupils. They take responsibility for running clubs for younger pupils such as the creative writing group. Pupils across school benefit from a wide range of extra-curricular clubs, including pottery, sports, jazz band and annual school productions.

Where pupils need additional support to be able to be involved, they get it.

The 'L@kes' curriculum, and 'enhancement' lessons in the sixth form, provide pupils with the knowledge and skills they need to help keep themselves safe and be productive members of the community. The curriculum has been designed, with pupils' input, to ensure that it meets the needs of pupils at the time they need it.

Pupils develop a strong knowledge of issues such as protected characteristics and an understanding of the role that faith plays in people's lives. This provision is highly effective in meeting the needs of young people as they grow up.

Pupils benefit from a carefully considered careers programme.

They receive advice which provides clear information about the routes pupils could follow when leaving school. Pupils taking a gap year when leaving sixth form continue to receive advice and support throughout to support them in taking their 'next step' following the gap year.

Leaders, including governors and trustees, know their school well.

They prioritise those things that will make a difference to pupils. Staff value this focus and the impact it has on their well-being.

Safeguarding

The arrangements for safeguarding are effective.