King Edward VI School

Highlights from Latest Inspection

What is it like to attend this school?

King Edward VI school is a rich and vibrant community. Pupils thrive at this school. Staff expect pupils to be the very best that they can be.

Pupils rise enthusiastically to this challenge. They relish learning and grasp every opportunity to learn something new. Classrooms are places where pupils think hard.

Leaders have created a culture that extends far beyond the academic. Staff value each pupil and know them well. They are always there to assist if things go wrong, or if pupils need extra support.

Pupils know that staff do not tolerate bullying or discriminatory language. Equality, diversity and inclusion are celebrated. School is a happy place for pupil...s and staff.

Pupils' behaviour is exemplary. They treat all with courtesy, respect and politeness. They flourish because they are immersed in school life.

Almost all pupils attend, or help run, one of an array of extra-curricular clubs. These foster pupils' talents and interests and spark their imagination. Leaders have ensured that there is something for everyone, from jazz to astronomy and debating to robotics.

Pupils take part with vigour and gusto. One parent commented, 'A fantastic school which is educating my son and turning him into a true gentleman.'

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

The headmaster, with the support of senior leaders, leads by example.

Staff have created an ambitious ethos, coupled with genuine care for pupils' well-being. This seeps through every aspect of the school.

The curriculum is both aspiring and inspiring.

Staff and pupils see the curriculum as an exciting seven-year journey full of awe and wonder. Pupils study an array of subjects in detail, including Latin and Mandarin. They are not disadvantaged by making decisions about their GCSE courses at the end of Year 8.

This is because subject leaders offer a rich and exciting education. This extends well beyond exam specifications and requirements. For instance, pupils read a huge range of texts in English that goes far beyond that required.

As a result, pupils experience a breadth and depth that provide a marvellous foundation for life beyond school.

Within each subject, leaders have thought skilfully about how they organise the curriculum. Pupils' new learning builds on what they previously learned.

This means that pupils are adept at seeing the 'big picture' within a subject. They make connections and successfully combine new ideas with what they already know. Pupils draw on this to produce high-quality work.

They can confidently articulate what they have learned. This reflects their blossoming knowledge and understanding.

Knowledgeable teachers know how to get the best from pupils.

The genuine love for the subject they teach shines through. Teachers teach a demanding series of lessons that reflects a demanding curriculum. They know the potential pitfalls that can stop pupils learning the curriculum securely.

They navigate these expertly. Curriculum plans give teachers the scope to deepen pupils' understanding and feed their curiosity. As teachers know their pupils so well, they seize on this flexibility to tap into pupils' interests.

They ardently guide pupils down avenues to explore new ideas and concepts.

Pupils with special educational needs and/or disabilities (SEND) benefit from the same high-quality curriculum as their peers. Teachers adapt their lessons to meet the needs of pupils with SEND.

Nearly all pupils go on to study in the sixth form, including pupils with SEND.

The sixth form is a central part of the school. The school community warmly welcomes new students who join Year 12.

They are helped to settle in quickly. The scope, ambition and quality of the curriculum in the sixth form are extremely high. Students contribute readily to the wider life of the school.

All commit to 50 hours of voluntary work. Students take on leadership roles and run an array of clubs and societies for younger pupils, for instance 'El Classico', a society that explores aspects of the ancient world. They also volunteer in the community, for example in local hospices.

As a result, they flourish academically and grow into confident, independent young adults. The school inspires students to consider ambitious careers.

Leaders have planned a comprehensive personal, social, health and economic (PSHE) education for all pupils.

They have woven this through assemblies, PSHE days, tutor time, lessons and extra-curricular activities. Pupils take part in and contribute to this. For example, during the inspection, the school 'Pride' group presented in an assembly.

Pupils learn to treat everyone equally and to challenge prejudice. They receive excellent guidance to help them make informed choices about their next steps. Pupils are well prepared for life in modern Britain.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are not complacent about safeguarding. They prioritise the safety and well-being of pupils.

Staff and governors receive regular safeguarding training. All are vigilant in making sure that pupils are safe. They know the signs that could indicate that a pupil is at risk.

They record all concerns in writing and swiftly pass information on to leaders. Leaders follow up any reports promptly, involving other external agencies appropriately.

Leaders carefully carry out the required checks on the suitability of all staff to work with children.