Kenilworth School and Sixth Form

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About Kenilworth School and Sixth Form

Name Kenilworth School and Sixth Form
Ofsted Inspections
Headteacher Mr Darren Nicholas
Address Glasshouse Lane, Kenilworth, CV8 2AL
Phone Number 01926859421
Phase Academy
Type Academy converter
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 1834
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

This school is a centre of excellence for the community of Kenilworth. Pupils do exceptionally well here. They develop a profound knowledge of the subjects they are taught and grow into reflective, resourceful and responsible young adults.

Students in the sixth form are true ambassadors for the school.

The passion that pupils show for their learning is admirable. In lessons, they focus on the task at hand, and many, particularly students in the sixth form, make the most of free time to further their studies.

Pupils' behaviour is praiseworthy. Around the new school site, they move calmly and with purpose, with little need for any intervention from staff.
<>There is a clear culture of mutual respect between all members of the school community.

Leaders have worked hard to nurture and maintain this following the COVID-19 pandemic. Pupils feel safe here. If they have any concerns, no matter how small, these are acted on swiftly and quickly resolved.

Personal growth is central to leaders' ambitions for pupils. The school's curriculum extends far beyond the academic. For example, through the school's 'green team', pupils have played a central role in designing sustainable elements of the new school building.

This work has had a clear impact on pupils and helped to shape their career aspirations.

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

There is a calm and purposeful culture here. Leaders are determined to ensure that pupils receive an education that supports both their academic and personal growth.

Staff share the headteacher's enthusiasm and work relentlessly to ensure that pupils receive the highest quality of education possible. Staff, pupils, and parents and carers share a strong sense of pride in belonging to this school's community.

The school has created a challenging and engaging curriculum.

Leaders have been careful to ensure that the curriculum sets out the precise knowledge that pupils need in order to be successful. This knowledge is ordered well, so that the small steps pupils take build sensibly on the things they have already been taught. This helps pupils to make sense of their learning, and they make exceptional progress.

For example, in modern foreign languages, pupils quickly develop a secure knowledge of the grammatical rules of the languages they study. Students in the sixth form speak fluently and with great confidence in French, Spanish and German. Younger pupils soon develop a passion for the subject.

Teachers' use of assessment is skilful. They are methodical in their approach and quickly spot when errors have been made. Teachers rapidly adjust their teaching to fill any gaps in pupils' knowledge or to correct misconceptions that appear as they arise.

This stops pupils from falling behind.

Pupils with special educational needs and/or disabilities (SEND) are very well supported here. Leaders work with a range of external agencies to identify pupils' individual needs quickly.

Consequently, leaders know their pupils very well. Staff are highly skilled and expertly and unobtrusively adapt their teaching to meet the needs of pupils with SEND. Pupils with SEND make strong progress throughout their time at the school.

Reading is a focal point of the school's work. Pupils have a love of reading. If pupils struggle to read, skilled staff provide effective support.

These pupils quickly learn to read more confidently and fluently.

Teachers' expectations of pupils' behaviour are incredibly high. Staff model the positive interactions they expect from pupils at every opportunity.

Consequently, pupils consistently behave well. If pupils do misbehave, leaders are quick to understand the reasons for this and provide effective support to improve pupils' behaviour. Leaders' work to ensure that pupils who have struggled to attend school following the COVID-19 pandemic is notable.

Leaders work closely with families and external agencies to overcome the barriers to good attendance. They have devoted time and resources to the development of a new personalised learning centre to support this. Consequently, leaders rapidly re-engage pupils in their education wherever necessary.

The school's work to develop pupils' character is extraordinary. It is engrained in every aspect of school life. For example, many students in the sixth form act as mentors to younger pupils, supporting their reading and offering subject-specific guidance.

Pupils frequently lead fundraising activities to provide support for communities in need. For example, pupils recently raised funds to provide bicycles to a small rural community in Tanzania. This work has ensured that all young people in the community have a bicycle, which is enabling them to access education.

Pupils' understanding of their social and moral responsibility to their community and beyond is impressive. There is a broad range of opportunities for pupils to develop their passions outside the classroom. Pupils regularly attend a range of sports clubs, such as for cross-country and orienteering, as well as a debating group and a string orchestra club.

Leaders are rightfully proud of this work. Leaders have made sure that pupils, including students in the sixth form, receive high-quality information about the world of work.


The arrangements for safeguarding are effective.

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