The King’s School, Grantham

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud to attend this school.

They understand and rise to the high expectations that teachers and leaders have. Pupils thrive at this school. One pupil commented: 'The opportunities we get at King's, we would not get anywhere else.'



Leaders have placed a great deal of emphasis on ensuring that pupils achieve high levels of academic success. There is also an equal focus on developing pupils as resilient, confident and well-rounded individuals.

Pupils and students in the sixth form are polite and respectful.

The ethos of the school is inclusive. All pupils know that any form of discrimination, derogatory language or bullying i...s not acceptable. They say this is rare and teachers would deal with it instantly and effectively if it were to occur.

Students in the sixth form are very well prepared for the next stage of their education or employment. Many of them are successful in gaining places at the most sought-after universities and/or courses.

The overwhelming majority of parents or carers would recommend this school.

One parent summed up the views of many when they said: 'The wealth of opportunity this school offers children is fantastic. There is something for everyone.'

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

Leaders have constructed a broad and ambitious curriculum.

All pupils have the opportunity to achieve their full academic potential at the school. Pupils get a strong academic grounding in many subjects in key stage 3. This ensures that they have the essential knowledge they need, even if they do not continue to study the subject in key stage 4.

Subject leaders have identified the concepts that they want pupils to know. They have considered how the curriculum builds pupils' understanding over time. Leaders review the curriculum.

For example, in history, leaders have added further content offering a balanced representation of historical points related to race. This ensures that all pupils develop a balanced understanding of both positive and negative historical points, as well as developing their understanding of different cultures.

Teachers have good subject knowledge.

They use well-chosen resources and activities to ensure that pupils achieve well across the curriculum. On occasions, teachers do not check that all pupils have secured a depth of understanding. This leaves some pupils with gaps in their knowledge.

In many subjects, teachers ensure that pupils gain subject-specific vocabulary. This is particularly the case for students in the sixth form. Leaders allow time in the curriculum so that pupils can read for pleasure.

The impact of the curriculum reflects the strong results pupils achieve in national tests.

Pupils with special educational needs and/or disabilities (SEND) feel well supported. However, the strategy to identify the needs of pupils lacks precision.

Some needs are not well enough identified. The information provided to teachers about some pupils with SEND is not accurate enough.

Teachers have high expectations of the way in which pupils should conduct themselves.

Teachers use a consistent approach to managing pupils' behaviour. The approach is well understood by pupils. This creates a calm and orderly environment in the school.

Lessons are purposeful and pupils commit to their studies. Pupils attend well and are punctual to school and their lessons. This helps maximise the time they have for learning.

On occasions, leaders do not take swift action to ensure that the persistent absence of a small number of pupils is managed effectively.

The curriculum goes well beyond the academic. Pupils contribute widely to the school and local community.

Examples of this include charity work and, most recently, a performance by the school choir at the local church. Pupils value the extra-curricular sports offer. They use this as an opportunity to develop their interest into a talent.

Pupils enjoy competing and are proud to represent their house. Some of the elite-level coaching pupils receive is of the highest quality and allows pupils to excel. A broad range of activities such as chess club and a war-gaming club are also available during lunchtimes.

Students in the sixth form say they feel privileged to attend this school. They benefit from the expert subject knowledge of their teachers. They value their mentoring of younger pupils and being ambassadors of this school.

The environment, teaching and the ethos of the school prepare students for success at the next stage.

Staff report high levels of support from leaders. They feel that leaders consider their workload and well-being.

Governors play an active role in holding leaders to account.

Safeguarding

The arrangements for safeguarding are effective.

Staff are vigilant and know exactly how to respond to a safeguarding concern.

Leaders have ensured that all staff know how to record and report a concern about a pupil.

Leaders keep detailed records of concerns. These demonstrate swift and appropriate actions that help pupils keep safe.

Leaders are quick to involve external agencies to protect the most vulnerable pupils.

Leaders ensure that safer recruitment checks are robust. Pupils know that there is an adult to talk to if they have a worry or a concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, teachers do not check that all pupils have secured the depth of understanding that is set out in curriculum plans. Some pupils have gaps in their knowledge. Leaders should ensure that teachers systematically check that all pupils have secured the understanding.

• The strategy to identify and support pupils with SEND is not as precise as it could be. Teachers do not always have the information they need to provide the most effective strategies to support pupils with SEND. Leaders should ensure that additional needs are identified precisely and that teachers use this information to support pupils with SEND more effectively.

• The procedures and systems to challenge and support pupils who are persistently absent are not robust enough. On occasions, actions taken to improve attendance are not swift enough. Leaders should ensure that they take swift and effective action when any pupil is at risk of becoming persistently absent.