The King Edmund School

Highlights from Latest Inspection

What is it like to attend this school?

King Edmund School pupils have experienced exceptional levels of disruption, because of building works. This has not been the school's fault.

School closures have recurred since the pandemic. Pupils learn on a building site, partly in temporary classrooms. Despite this, they value and enjoy school.

Pupils praise the strong support they get from leaders and staff.

Pupils learn a well-designed curriculum. They build up what they know.

Examination outcomes have been low, for both Year 11s and sixth formers. These have been affected by school closures, and do not reflect the school's quality of education. Pupils receive relentless support from leaders in... moving on to positive destinations.

Behaviour is orderly. In lessons, pupils take pride in their learning. They behave well throughout the day.

Pupils are polite and respectful, including in the sixth form. Occasional instances of unkind language are dealt with thoroughly. Pupils are happy and safe.

Personal development is wide-ranging. Pupils go on exciting trips, locally and internationally. Multiple clubs, for instance jewellery, debating and musical theatre, extend their learning.

Many take on leadership roles. Sixth-form students are good role models and get involved in school life. These opportunities help develop pupils' character, such as their resilience.

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

The school has maintained and developed the quality of its provision while managing the significant challenges with its buildings. The discovery of asbestos in November 2022 led to a nine-week closure. However, leaders skilfully negotiated the widescale difficulties of providing safe and appropriate education.

The disruption, on top of previous closures, took its toll on the school. But leaders, governors, staff and pupils have faced these obstacles courageously and well.

The curriculum meets pupils' needs.

For example, students in the sixth form learn a wide range of courses. Subject leaders ensure the content is relevant. Pupils learn, for instance, about local geography and artists.

The curriculum ensures pupils in most subjects develop detailed and rich knowledge. They confidently apply in different situations the subject-specific vocabulary they learn. While this is the case, partly because of school closures, pupils in a few areas have gaps in their learning.

As a result, they sometimes do not have the prior knowledge to learn new content confidently. This affects their progress in aspects such as mathematical reasoning and practical science.

Mostly, the curriculum is delivered effectively.

Teachers have strong subject knowledge. In the sixth form, this means students explore learning with depth. Teachers use well-considered activities that help pupils remember the most important content.

Skilful questioning enables teachers to correct misconceptions.However, on occasion, teachers model and explain learning less successfully. Pupils want to do well and find this frustrating.

The school values reading. Pupils regularly read high-quality texts and enjoy them. Weaker readers get the support they need.

This improves their literacy and helps them understand what they learn across the curriculum.

The school is ambitious for all pupils to be successful. Leaders and staff work closely with parents to build up a detailed picture of pupils' needs.

Special educational needs and/or disabilities (SEND) are accurately identified. Staff, including in the sixth form, are well-trained in how to support pupils with SEND. This means the right support is put in place at the right time.

These pupils access the curriculum and produce high-quality work.

There are high expectations for behaviour. Staff apply the behaviour policy consistently.

The number of sanctions, such as suspensions, has risen, but these are used appropriately. Pupils respond to clear routines and conduct themselves well. Disruption to learning is uncommon and managed successfully.

In most cases, pupils have high attendance. However, the work to help the most vulnerable pupils' attendance is not as effective as it could be. Some of these pupils miss too much school and this affects their quality of education.

The school's values are at the heart of the effective personal development programme. Pupils develop a rich understanding of important issues such as county lines and consent. They discuss with maturity their understanding of others from different communities and contexts.

The curriculum educates pupils from Year 7 to 13 well about career options.

Trustees have the knowledge and skills they need for their roles. They have done a huge amount of work to support the school through the disruption to provision.

Trustees know the strengths and weaknesses of the school. They challenge leaders as they should where needed. For example, trustees ask robust questions regarding the curriculum.

The trust board oversees safeguarding closely and effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils have gaps in some areas of their learning.

This is in large part due to school closures. However, it means they do not always have the prior knowledge they need to access new learning securely. The school needs to ensure it identifies these gaps thoroughly and addresses them effectively.

In a few areas, pupils learn a curriculum that is less well delivered. In these cases, pupils build up their learning less confidently. The school should ensure that staff get the training and support they need to deliver the curriculum consistently and well.

• The school's work to help the attendance of some of the most vulnerable pupils is not effective enough. As a result, some of these pupils have high levels of absence, and miss too much of their education. The school should review its actions to support the attendance of vulnerable pupils, ensuring pupils' attendance improves.