Kingswood Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school In the last two years, the progress of pupils has improved significantly, including in mathematics and science. Pupils now make progress that is above others nationally in most subjects.

Pupils attend school regularly. Systems to track and monitor their attendance are robust. If a pupil's attendance declines, leaders intervene swiftly and provide appropriate support.

Pupil attendance is now higher than the national average. Leadership of the provision for pupils who have special educational needs (SEN) and/or disabilities is strong. These pupils make very good progress.

There is a strong culture of safeguarding throughout the sch...ool. Staff take their duty of care seriously. Leaders make checks to ensure that all staff have fully understood safeguarding training.

Pupils said that they feel safe and know whom to speak to if they have a concern. Historically, pupils' achievement in English has been below the national average. Although improving, pupils' progress in English is not as strong as in other subjects in the school.

This is particularly the case for the most able. Pupils behave well. They are confident, assured and work well in groups.

They appreciate the care and guidance they receive from staff. The school has improved in many ways as a result of the principal's passionate and determined leadership. Despite a number of significant changes to the school, staff morale is high.

The staff are united in their determination to improve the school further. The quality of teaching has improved and is now good. Teachers follow an agreed format for planning and deliver lessons that meet the needs of most pupils.

Teacher questioning is a particular strength across the school. Most teachers quickly assess pupils' understanding and direct, or alter, a question so that it makes pupils think more deeply. One-word answers are not accepted.

Teachers in the early stages of their careers receive excellent support. Their training is tailored to meet their varying needs. New teachers to the profession are making good progress because they learn from more experienced colleagues.

Teachers do not always provide work that sufficiently challenges the most able. Their progress is not as good as pupils with different starting points. Governors do not routinely monitor or evaluate the spending of additional funding to support disadvantaged pupils.

Information about this school

The proportion of pupils who are disadvantaged and receive support from the pupil premium is much higher than the national average. Most pupils are White British. The vast majority of pupils speak English as their first language.

The proportion of pupils who have SEN and/or disabilities is higher than the national average. The school meets the government's current floor standards based on key stage 4 academic performance results. A small number of pupils attend alternative provision at Aspire Academy, Rise Academy and the Sullivan Centre.

The school is a member of Academies Enterprise Trust (AET). Responsibility for the school rests with the governing body. The structure of the trust's governance and management can be found on the school's website.