Kepier

Kepier


Name Kepier
Website http://www.kepier.com
Inspections
Ofsted Inspections
Address Dairy Lane, Houghton le Spring, DH4 5BH
Phone Number 01915128960
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1065 (52.1% boys 47.9% girls)
Number of Pupils per Teacher 14.9
Academy Sponsor Learning Matters Trust Ltd.
Local Authority Sunderland
Percentage Free School Meals 30.3%
Percentage English is Not First Language 0.3%
Persistent Absence 15.4%
Pupils with SEN Support 15.1%
Highlights from Latest Inspection

What is it like to attend this school?

Kepier is a school where everyone is valued. Pupils and staff work harmoniously to create a positive environment for learning. Staff know pupils, they care about their well-being and support them to achieve their best.

Pupils greatly appreciate the support they receive, in-spectors heard that 'They have a sixth sense for when we need support.'

The school is at the heart of the community. It is a safe space where pupils can thrive, develop their academic abilities and social skills.

There are opportunities for pupils to debate their ideas, take part in a range of extra-curricular activities and learn about the world of work. Clubs include several sports, Fren...ch, coding and cookery.

Older pupils can apply to become prefects or 'Lead Learners', an opportunity which they relish.

As part of this role, they work alongside leaders to improve the school and ensure every pupil has a voice.

Leaders ensure that pupils leave the school with the skills and qualifications to become suc-cessful, motivated and ambitious adults. This is achieved through a comprehensive plan for personal development and well-being.

Staff uphold the school ethos; inspire, challenge, support in everything they do. Leaders think carefully about the actions they take, this means the school continues to go from strength to strength.

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

Leaders have clear vision and ambition for all pupils.

They know how best to support pupils and ensure that school is a positive place to be. Leaders at all levels are committed to im-proving the lives of young people. Staff receive effective training to meet the needs of pupils.

All pupils, including those with special educational needs and/or disabilities, (SEND)have ac-cess to a broad and ambitious curriculum.

Teachers use their knowledge and passion to develop pupils' love of learning. Planning of the curriculum develops 'powerful knowledge', which is key information all pupils need.

Leaders ensure that pupils know how to use subject-specific skills with confidence. Departments are beginning to work together to develop these skills further, for example drawing graphs in mathematics and science.

Staff use assessment effectively to establish next steps for pupils.

This includes opportunities to re-visit previous learning. As a result, pupils are beginning to know and remember more over time.

The number of pupils studying the range of subjects that form the English Baccalaureate is not increasing rapidly enough to meet the government's ambition.

Leaders' work on the French curriculum has built a solid foundation for this to improve.

Teachers have high expectations of pupils, as a result, lessons have a calm and purposeful atmosphere. Pupils enjoy their learning and are keen to contribute.

They understand the re-wards and sanctions policy the school has in place. At social times, behaviour is also good, and pupils feel safe around the school site. All staff are clear about their expectations for all pupils.

The school has a carefully planned curriculum for personal development. Pupils learn about a wide range of issues and understand what it means to be a citizen in Modern Britain. Pupils in Years 7 to 9 have benefitted from a clearly sequenced personal development curriculum.

Older pupils have gaps in their learning, partly due to the COVID-19 pandemic, and are less confident in their understanding of diversity. Careers information, education, advice and guidance is planned in detail. There are opportunities for pupils to meet local employers, such as Nissan, and attend careers fairs organised by the school.

The requirements of the Baker Clause are met.

Leaders have prioritised reading and invest in several schemes to support this. The schemes are regularly reviewed to ensure they are meeting pupils' needs.

As a result, weaker readers are improving their reading.

School leaders, including governors, identify areas for improvement. They create training and development opportunities for all staff while also carefully considering workload.

As a result, staff feel supported and valued. Leaders are committed to ensuring that pupils leave the school with skills and qualifications that will allow them to go on to their next stage in educa-tion or employment.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have developed a culture of safeguarding throughout the school. Staff at all levels receive regular training and updates to help them understand the risks that young people face. Record keeping and monitoring of those most at risk is highly effective.

All staff are encouraged to report a wide range of concerns, so that young people at risk can be identified quickly and effectively. This leads to positive outcomes for vulnerable pupils attending the school.

Pupils feel safe at school and speak highly of the support they receive from staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not enough pupils take the suite of courses that make up the English Baccalaureate. This is limiting their opportunities when accessing further education and employment. Leaders needs to further develop the languages curriculum and set ambitious targets for increasing the uptake of these subjects over the next three years.

The curriculum for personal development is not yet fully embedded This has led to gaps in understanding for older pupils in relation to protected characteristics and British Values. Leaders must continue to develop the curriculum to target gaps in pupils' knowledge. In addition, further advice and training is required for staff delivering the personal development curriculum to ensure it meets the needs of all pupils.