Kettlethorpe High School

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About Kettlethorpe High School

Name Kettlethorpe High School
Ofsted Inspections
Headteacher Mr Tudor Griffiths
Address Kettlethorpe Hall Drive, Standbridge Lane, Wakefield, WF2 7EL
Phone Number 01924251605
Phase Secondary
Type Community school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1646
Local Authority Wakefield
Highlights from Latest Inspection


Kettlethorpe High School continues to be a good school.

What is it like to attend this school?

Kettlethorpe High School is a popular, inclusive and well-led school. Pupils enjoy attending it. They have positive and respectful relationships with each other, and with members of staff.

Pupils know that staff will be there for them in times of need.

Pupils benefit from high levels of ambition within the curriculum. Curriculum choices for all pupils are well thought through.

Pupils' work is showcased and celebrated throughout the school building.

Staff have high expectations of pupils' behaviour. The vast majority of pupils respect these expectations.

...>Some pupils have taken time to refocus since the disruption caused by the pandemic. Leaders are restructuring some roles and responsibilities to address this. The number of incidents of formal suspensions is low.

Although bullying happens occasionally, most pupils say such incidents are well managed.

Pupils told inspectors they felt lucky to attend the school. They wear their uniform and achievement badges with pride.

Older pupils, who will soon be leaving school, are well prepared for their next steps. They are leaving with fond memories. They are aware of the considerable impact the school has had in preparing them for life as young adults.

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

Leaders have established a well-thought-through curriculum. There is a real sense of purpose throughout all year groups. In key stage 3, the design of the school timetable allows pupils to learn all subjects in the national curriculum to a suitable level of depth.

The proportion of pupils in key stage 4 who study the suite of challenging subjects, which collectively are known as the 'English Baccalaureate', is remarkably high.

Subject leaders have created detailed teaching plans. In some subjects, such as mathematics, these are continuing to develop.

Elsewhere, for example in science, there are meticulous plans which are very mindful of the latest subject-based research. Across all subjects, these plans are followed by teachers. Pupils' work is often of a high quality.

This is particularly evident in art and design, where pupils are particularly motivated to do well. Elsewhere, however, there is some variation in the extent of challenge seen in lessons. Occasionally, some pupils can do more than what staff expect of them.

Pupils can recall much of what they have been taught. Teachers have thought carefully about how to help pupils remember more. In mathematics, for example, lessons regularly begin with 'blast from the past' recall activities.

Pupils' mathematical skills are embedded further through bespoke 'key skills' initiatives, and 'memory booster' booklets. Pupils speak highly of strategies such as these.

Teachers have access to information about pupils with special educational needs and/or disabilities (SEND).

However, this information does not always identify specific strategies that teachers should implement in lessons. Subject leaders do not always work closely with SEND leaders to consider how to meet the needs of pupils within their individual subjects. However, the more general support for pupils with SEND, including the management of the in-house 'inclusion hub' and the availability of safe places for pupils to access, is well managed.

There is a well-embedded culture of reading throughout the school. Younger pupils access a weekly 'richer reading' lesson, delivered in a way that allows all staff to be involved. Pupils are rewarded for good behaviour.

This includes being able to choose a new book from the rewards vending machine. There are also sensible strategies in place to support pupils still in the earlier stages of becoming confident readers. Leaders have plans to take a similar approach to embedding numeracy across school.

The way pupils are supported with their wider development is noteworthy. Members of the proactive 'pupil parliament' group are involved in lots of school projects. Pupils are highly charitable.

The school community has raised over £100,000 for 'Children in Need' in recent years. Prior to the pandemic, there were popular local, national and international trips and visits. Leaders have plans for these to return.

Extra-curricular opportunities are vast.

The personal, social, health and economic education (PSHE) programme has a high profile. All pupils recently took part in a consent 'drop down' day to draw attention to the importance of healthy relationships.

They also receive high-quality careers advice. Former pupils who have achieved success in their own careers often come back to motivate current pupils. Leaders have recently reintroduced work experience opportunities.

School leaders have a proactive role in the local 'Wakefield Learning Community', working closely with other school leaders. Leaders are supported by a group of committed governors, who hold leaders to account for the decisions they make. They know the school and its community very well.

Since the previous inspection, governors have challenged leaders to ensure disadvantaged pupils are well supported in school.

Staff enjoy working at the school and feel well supported in their roles. Parents and carers also hold the school in high regard.

They feel well informed about life at school. They appreciate the steps staff take to help keep their children safe.


The arrangements for safeguarding are effective.

Pupils feel safe at school. They know exactly who to go to if they have any problems and are confident they will be listened to and helped. Pupils who attend a popular school-based LGBTQ+ group speak positively about their experiences at school.

Staff are trained on how to spot signs of concern, and what to do when matters are brought to their attention. Staff are also knowledgeable about whistleblowing procedures.The safeguarding records scrutinised during the inspection were detailed and well managed.

Safeguarding leaders help provide support for pupils to stay safe, as and when concerns arise. They engage proactively with external agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? Leaders have implemented ambitious plans to further improve the implementation of the curriculum.

This is important as occasionally some pupils are not always suitably challenged. This limits the extent of new content they are learning. Subject leaders should continue their drive to ensure all pupils are suitably challenged within lessons.

• The needs of pupils with SEND are well known and understood. However, teachers are not fully supported to know about the specific actions to take to allow pupils with SEND to thrive in their lessons. As such, some pupils with SEND do not receive the adaptations in lessons that would be of benefit.

Leaders should review this aspect of SEND support, to ensure it mirrors the high-quality, wider SEND provision. ? Leaders have established a successful approach to promoting reading. It is currently being extended to benefit all pupils.

The approach to embedding numeracy across school is less well developed. Leaders should enact the plans they have to address this, raising the profile of aspects of numeracy, while ensuring consistency across the school.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in September 2011.

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