The King’s (The Cathedral) School

Highlights from Latest Inspection

What is it like to attend this school?

The school provides the fertile ground in which pupils can grow in intellect and develop strength of character.

Staff and pupils aim for excellence. They achieve it. Pupils achieve highly in all areas of education.

This includes musical, cultural and sporting achievements which pupils and the school are rightly proud of.

Lessons focus pupils' minds on important and interesting knowledge. Pupils engage in insightful conversation with staff.

Pupils can add detail to their writing and their artwork is bold and technically accomplished. Staff model the joys and benefits of wider reading. Pupils keenly follow their good example, learning more about the to...pics they study.

Pupils learn and demonstrate politeness and acts of kindness. They are respectful towards one another and with staff. As a result, the school is a calm, safe and friendly place to be.

The school facilitates an abundance of opportunities for pupils to develop their talents, interests and leadership skills. For example, all pupils can perform in the school's 'House Music' event. Students in the sixth form are proud to lead assemblies, give talks and mentor younger pupils.

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

The curriculum in many subjects goes well beyond the national curriculum requirements. Key to pupils' and sixth-form students' success is the way in which teachers expertly teach new knowledge. Teachers bring the well-sequenced curriculum to life through careful explanation and apt questioning.

They ensure that pupils have plenty of opportunities to practise. This means that pupils are less likely to forget what they have learned. Teachers regularly check how well pupils are learning the curriculum.

They use this information to adapt lessons. As a result, pupils and students typically achieve very well in their end of key stage tests and in their GCSE and A level examinations.

Staff use a well-sequenced programme to teach the small number of pupils who need to catch up with reading.

These pupils quickly catch up. Pupils enjoy participating in wider reading opportunities in class. Teachers introduce pupils to stimulating and informative books.

This inspires pupils to choose similar books to read at home. By the time pupils are ready to study set texts at GCSE, they have already encountered a large range of poetry, fiction and plays.

Staff are highly skilled at supporting pupils with special educational needs and/or disabilities (SEND).

The SEND team know pupils with SEND well. They regularly communicate with parents about how best to support pupils with SEND. Staff work closely with subject teachers to help pupils with SEND access the full school curriculum.

Pupils with SEND successfully overcome their barriers to learning, such as with reading, and achieve well.

The school culture places great emphasis on calm, orderly and respectful behaviour. Staff know that, to maintain this culture, everyone needs to share the same high expectations.

As a result, pupils listen carefully in lessons and are calm when moving around the school. Pupils are polite to one another and with staff. The school regularly checks how well pupils are behaving in lessons.

The school has a range of strategies to encourage good attendance among pupils. For example, a well-designed transition programme to promote the schools' values and expectations for new pupils.

Pupils of all ages access a broad range of personal development opportunities.

This includes opportunities linked to the curriculum, such as trips to learn about art movements and notable artists. These opportunities are highly memorable and often open pupils' eyes to different career opportunities. The school ensures that pupils and sixth-form students make well-informed decisions about their futures.

For example, through facilitating careers fairs and inviting alumni to talk to pupils about their experiences. Pupils learn about different religions and cultures. Their understanding of equality and acceptance is very much rooted in the school's ethos of 'family'.

The school equips students in the sixth form with social and cultural capital. To develop their leadership skills and to contribute positively to the school, they can become mentors for younger pupils. Students participate in and lead a range of societies.

They also learn about philosophy, religion, arts, essay writing and financial skills as part of their 'research studies'. This means students continue to have academic interests beyond their chosen courses.

School and trust leaders are attuned to changes within the education landscape and within the school.

For example, increasing numbers of pupils who need additional educational support. The school has a positive reputation among parents and the local community. Leaders' decisions are always in the best interests of pupils and students.

Their aim is for the school to continue to build on its rich history and traditions in a positive way. Leaders are mindful of staff workload and wellbeing.

Safeguarding

The arrangements for safeguarding are effective.