Kings’ School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel incredibly proud to be a part of the Kings' School community.

They recognise the very high expectations of their achievement and behaviour. They work hard to meet these, knowing that they have the full support of staff.

Pupils' behaviour is impeccable.

They are taught to do 'the right thing at the right time for the right reasons'. This ethos is clear to see around the school. Pupils treat each other with high levels of respect.

They feel confident that any bullying is dealt with quickly and effectively, and that this has been strengthened by new systems introduced in the last year. Pupils know that there is somebody they can go to if the...y need help or feel worried.

The exceptional range of extra-curricular activities available to pupils embodies the school's aim of 'discovering brilliance in everyone'.

It includes everything from rugby and hockey, to crochet and watercolour painting. The offer is highly inclusive, and there are ways for all pupils to get involved. One parent reflected the views of many, commenting: 'Kings cultivates well-rounded individuals.

The diverse extra-curricular programme, coupled with a strong sense of community, contributes to a holistic educational experience.'

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

The school provides a broad range of subjects for pupils to study, and the curriculum in each is highly ambitious. Decisions about what pupils will learn and in what order are considered carefully.

Appropriate links are made between subjects and across year groups, resulting in a coherent approach. Teachers draw on their impressive subject knowledge to inspire and motivate pupils. They make skilled use of assessment to check how pupils are learning and adapt their teaching if needed.

Overall, pupils achieve very well at this school, and this can be seen in published examination outcomes. However, the same is not true for disadvantaged pupils, particularly those eligible for free school meals. Leaders have already identified this as a priority and implemented a range of strategies across the school.

Although still in the early stages, the initial impact of this work is evident.

There have been recent changes to the way that pupils with special educational needs and/or disabilities (SEND) are identified and supported. These systems are understood and used consistently well by teachers.

Pupils who need support with reading and mathematics are identified quickly in Year 7, and a range of interventions are used to help them catch up quickly with their peers.

Pupils appreciate the enormous range of ways to get involved in shaping their school. These include taking on leadership roles and participating in pupil voice.

They know that their views on the school are taken seriously. They benefit from opportunities to debate, encouraging them to become thoughtful and critical thinkers. In personal, social, health and economic education, pupils study a broad and relevant curriculum that is tailored precisely to the school's context.

Pupils draw on their learning in this area when reflecting on concepts such as individual liberty and diversity in modern Britain. This work, alongside a highly effective careers programme, ensures that pupils are prepared exceptionally well for their next steps in education and in life.

Virtually all pupils demonstrate extremely positive attitudes to their education.

They attend school regularly and show impressive dedication and commitment to their studies. When pupils struggle, the school recognises this quickly and puts in place highly effective support. This includes close working between education and pastoral staff to eliminate barriers to learning and attendance.

The school's leaders, including the governing body, have a very accurate understanding of their strengths and areas for further development. Staff are proud to work at this school and appreciate opportunities to benefit from high-quality professional development. Leaders recognise the importance of making sure the excellent opportunities and education available at this school have a positive impact on all pupils, including those who are disadvantaged.

In accordance with the school's motto, 'una laborantes' (working together), they have ensured that all staff are committed to this shared aim.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum over time has not had the desired impact for disadvantaged pupils, particularly those eligible for free school meals.

These pupils do not achieve well in published examination results. The school has developed extensive plans to address this, and it should now ensure that these plans are implemented fully. Leaders, including governors, should be rigorous in monitoring the impact of this work.