King James Academy Royston

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations for pupils' achievement and behaviour. Staff work hard to make these ambitions a reality.

Pupils respect each other and have a strong understanding of people with different backgrounds and beliefs. They know the school's rules and how to behave well. Relationships between pupils and with staff are typically positive.

Pupils are considerate of each other's well-being. Most pupils enjoy school and attend regularly. They feel safe because of the care staff take to help them with any problems that they might have.

The majority of pupils approach their learning enthusiastically and aim high.

Pupils' aspirations and wider d...evelopment are supported through strong provision. A comprehensive programme of careers education and advice, including in the sixth form, ensures that pupils are well prepared for the future.

Opportunities for pupils to develop leadership skills and positive character traits are of high quality, including through roles such as sports leaders, being members of the student council and participating in the Duke of Edinburgh's Award scheme. In addition to a range of trips for pupils throughout the year, including residentials, trips abroad and visits to the theatre and museums, pupils have access to a breadth of extra-curricular activities. Some of these are organised and led by pupils with support from staff.

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

Pupils experience a well-designed, ambitious curriculum which meets their needs. Teachers revisit what pupils have learned before, so that pupils learn new knowledge securely. Pupils' progress through the curriculum is strong and they achieve well overall.

Many pupils produce work of high quality in both primary and secondary phases. The proportion of pupils studying the full suite of subjects in the English Baccalaureate at key stage 4 has been low in the past. This has risen sharply, with almost half of pupils now taking these qualifications.

In particular, the school has made sure that provision for modern foreign languages has developed further across key stages 2 to 4.

Teachers have good subject knowledge. As a result of the school's ongoing work to develop teaching, teachers possess a repertoire of proven strategies which many use successfully in lessons.

At times, however, some teachers' choices about which approaches to employ are not always as effective. Consequently, some pupils are not as fully engaged in their learning as they could be, which affects their depth of understanding. Teachers use their checks on pupils' learning to adjust the curriculum in order to close gaps in pupils' knowledge.

Some staff do not yet do this as effectively as others. As a result, some pupils' misconceptions are not identified and addressed in lessons as quickly as they might be.

Teachers increasingly use information about disadvantaged pupils, including those who have special educational needs and/or disabilities (SEND), to help them to access the curriculum successfully.

Sometimes teachers' adaptations could be matched to pupils' needs more precisely, especially in key stages 3 and 4. The Bridge provision provides pupils with social, emotional and mental health needs with the right support to help them enjoy school and attend regularly. The school rightly places a high priority on supporting pupils with their reading.

Pupils encounter a range of ambitious texts throughout the primary and secondary phases. The school quickly identifies any pupils that need additional help with reading. They receive effective support which improves their accuracy and fluency in reading so that they catch up with their peers.

Students in the sixth form follow a specialist performing arts curriculum. This is delivered very effectively by teachers who have extensive, up-to-date vocational expertise. As a result, students achieve well overall and some excel.

Students benefit from a range of additional opportunities, including visits from industry professionals. Students gain hands-on experience of careers in the performing arts and are well prepared for their next steps.

The school supports pupils' personal development well.

They learn about important aspects, such as how to form and maintain positive relationships and lead healthy lives. While most pupils translate this into good attitudes and behaviour, staff work successfully to support a small minority of pupils who find this more challenging. This includes the school's effective work to improve pupils' attendance when they are absent too often.

The school has faced significant challenges caused by storm damage to the school's buildings. Leaders and staff have managed this difficult period impressively. Staff, including early career teachers, are supported with their workload and well-being so that they can focus fully on making sure that pupils get a good education.

Trustees and local governors have a clear oversight of the school's effectiveness. They support and challenge the school really well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers' strategies to engage pupils in their learning are not as effective as they could be, including for pupils with SEND. When this happens, pupils do not consistently develop really deep understanding and achieve highly. The school should tighten up teaching approaches further, including how pupils' learning is assessed, so that the standards pupils achieve continue to rise.

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