The King David High School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' mutual respect, and their willingness to help each other out, underpins the strong feeling of community at The King David High School.

Pupils are taught to be optimistic about their futures. They learn how to find solutions to the challenges that they may encounter.

Pupils, and students in the sixth form, benefit from a rich, broad curriculum that sets them up well to accomplish their future goals.

Pupils enjoy their learning. Most pupils live up to their teachers' high expectations of achievement and attain strong academic outcomes. Students in the sixth form achieve impressive A-level results.

Pupils get on with their learning because the s...chool environment is usually calm and orderly. Serious incidents of misbehaviour are rare. However, there are some inconsistencies in how well staff apply the behaviour policy.

This means that pockets of pupils' disengaged behaviour go unchallenged, and some pupils are late to lessons.

Pupils extend their skills and develop their independence through participating in a wide range of extra-curricular clubs, including orchestra, basketball and athletics. Pupils make an active contribution to the local community.

For example, they made doves as part of Yom Hazikaron (Israel's Remembrance Day), commemorated at a local synagogue.

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

Senior leaders have been instrumental in bringing about considerable change to address the previous weaknesses at this school. Their drive for improvement has been relentless.

Governors' work is making a much stronger contribution to the school's continued progress. Governors' actions are strategic and focused on what matters for pupils. They hold leaders accountable for pupils' outcomes.

Leaders have designed a curriculum that enables pupils to build easily on their prior knowledge so that they can make sense of new learning. The revitalised key stage 3 curriculum means that all pupils are properly equipped with the knowledge that they need to cope with the demands of key stage 4. Changes to the order in which teachers deliver curriculum content have helped to secure greater learning.

Pupils commented favourably on these changes, describing their learning as more interactive and enjoyable.

Teachers select appropriate learning activities that enable pupils to develop their understanding in a steady way. Teachers' specialist subject knowledge is evident in the way that they deepen pupils' thinking through skilful questioning.

For example, pupils expanded their responses about imagery in the poem 'London' by William Blake because of the teacher's sophisticated questioning. Teachers' expertise in their subjects also facilitates clear explanations in lessons. They address pupils' errors quickly before misconceptions form.

Teachers' systematic, routine checks on pupils' understanding help to minimise the development of gaps in learning. Pupils' work demonstrates that they remember what they have learned and can build securely on it. Students achieve very well in the sixth form, enabling them to apply successfully to a range of prestigious universities.

This includes students with special educational needs and/or disabilities (SEND).

Leaders identify the needs of pupils with SEND accurately. Teachers adopt a range of strategies and/or adaptations to learning tasks so that most pupils with SEND learn equally as well as others.

However, at times, some pupils with SEND do not get the most effective help that they need to achieve well.

Leaders check how well pupils can read when they first join the school. Teachers provide extra help for pupils who struggle with reading.

However, this support is not consistently well targeted for some of the weakest readers. As a result, they do not catch up quickly enough.

Pupils' behaviour in lessons varies.

It can be focused and positive. However, at other times, it can be disruptive and hinder learning. Despite leaders' efforts, general routines are not fully embedded across the school.

This results in some pupils arriving late to lessons. In addition, internal suspensions are high, which negatively impacts on pupils' learning. Leaders' actions to improve pupils' attendance are making a difference, but some still do not attend school regularly enough.

Leaders have overhauled the curriculum to support pupils' personal development. Pupils now benefit from a comprehensive programme that gives them the knowledge that they need to make informed decisions about life choices. Pupils learn about respectful relationships and know that sexual harassment should not be allowed.

Pupils and sixth-form students receive good-quality, independent careers advice and guidance. Pupils told inspectors that they feel safe in school. They know the staff with whom they can share any worries.

Pupils, including those who are disadvantaged, choose from a variety of extra-curricular opportunities to widen their experiences. There is something for everyone, whether this is an academic study club, badminton or conversational Spanish classes. Leaders ensure that Yavneh girls and boys have the same access to extra-curricular activities.

Yavneh girls are also able to socialise with their friends outside the single-sex unit. Key stage 4 pupils and sixth-form students undertake work experience and gain valuable life skills. However, the wider offer in the sixth form, beyond the academic, is more limited and does not ensure that all students develop their personal skills to the full.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff understand and carry out their safeguarding responsibilities earnestly, quickly identifying any pupil who may need help. They take prompt action, involving other agencies as necessary.

Leaders and staff are knowledgeable about the many elements of safeguarding, including self-harm and neglect. They apply their knowledge effectively to ensure a safe school environment. Staff put in place preventative measures for pupils and students with mental health issues.

Students in the sixth form are taught about the dangers of unhealthy relationships and sexual violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not apply the school's behaviour policy as it is intended. This leads to different expectations and a lack of consistency from staff.

Consequently, some pupils do not behave as well as they should or do not follow expected routines, including arriving to lessons on time. Leaders should ensure that all staff adhere to the school's behaviour policy to improve pupils' behaviour and reduce the need for internal suspension. ? Some pupils and some students in the sixth form do not attend school as often as they should, and too many pupils are persistently absent.

This means that they miss out on learning and on the wider experiences provided by the school. Leaders should bolster their efforts and implement additional strategies to ensure that all pupils are helped to attend school regularly. ? Some pupils with SEND do not get the most effective support to help them overcome their barriers to learning, including managing their behaviour.

This means that some are less successful in making gains in their learning. Leaders should ensure that all pupils with SEND get the right targeted support to help them achieve well, including those who most find reading challenging. ? Leaders have placed less emphasis on the non-qualification aspects of the sixth-form provision.

The option of 'opting-in' to wider opportunities leaves the potential for some students to miss out. This means they are not as well prepared for their next steps as they could be. Leaders should ensure that all students get a high-quality, equitable non-qualification offer that prepares them fully for the next stage of their education, employment or training.

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