King’s Academy Easthampstead Park

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About King’s Academy Easthampstead Park

Name King’s Academy Easthampstead Park
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mrs Liz Cook
Address Ringmead, Bracknell, RG12 8FS
Phone Number 01344304567
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 937
Local Authority Bracknell Forest
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Pupils enjoy coming to their happy and inclusive school. There is a strong ethos of mutual respect, courtesy and care for others.

Sixth-form students play an active role in school life. They enjoy leadership responsibilities, such as supporting younger pupils with their reading.

Pupils feel safe and well cared for.

They know that there is always someone to go to if they have any worries. Should any bullying or harassment occur, pupils trust that staff will listen and deal with it quickly. Parents and carers particularly value how well staff support pupils and promote their well-being.

One parent said, 'Our children thrive here because teachers always... go the extra mile.'

Overall, pupils behave well in lessons and around school. They value the educational opportunities that they receive and want to succeed.

Knowing their teachers have high expectations and want the very best for them encourages pupils to take pride in their work. Pupils confidently ask for help when they need it.

Pupils benefit from the wide range of interesting and exciting extra-curricular clubs on offer.

These include sports, drama, music, debating and maths gym. They have a well-rounded understanding of issues linked to equality and diversity.

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

Leaders and governors are ambitious for all pupils.

The curriculum is broad and balanced. However, the number of pupils studying a modern foreign language (MFL) at key stage 4 has remained relatively low over the past three years, particularly compared to the high number of pupils who study geography and history at GCSE. Leaders are taking steps to increase the proportion of pupils opting for languages so that more pupils study all of the English Baccalaureate (EBacc) subjects.

Reading is a top priority. Leaders are ambitious that all pupils should develop a love of reading. Pupils read daily and appreciate visiting the well-stocked library.

They enjoy listening to and discussing the books staff read with them in lessons. Weaker readers' needs are identified accurately. Staff skilfully support these pupils to address any gaps and help them improve.

This has a positive impact on these pupils' reading and learning across subjects.

Leaders have worked hard to ensure the curriculum is well defined. Across subjects, the important knowledge pupils should learn, and the order in which they should learn it, is clearly set out.

This helps teachers know exactly what pupils need to learn and remember well. The effective sixth-form curriculum supports students in their academic subjects and wider experiences. Students achieve well, and they go on to their choice of either apprenticeship, work or study at a range of universities.

Overall, teachers use their strong subject knowledge to present information clearly. Teachers engage and challenge pupils to learn and remember more. However, at times, some teachers do not check carefully enough how well pupils understand what they have learned.

They introduce new ideas too quickly. This means that some pupils do not learn as effectively as they could. Leaders are addressing this.

The needs of pupils with special educational needs and/or disabilities (SEND) are identified appropriately. Leaders work efficiently with staff to make sure that they have the training and knowledge to support these pupils effectively. While pupils with SEND often achieve well, sometimes teachers do not enable these pupils to learn as well as they could.

Staff have high expectations of pupils' behaviour. Everyone is clear about the rules. Pupils listen and follow their teachers' instructions with thought and care.

Consequently, learning is rarely disrupted by low-level behaviour issues.

Leaders carefully consider the personal development of pupils. Staff bring the curriculum to life through a range of interesting experiences.

For instance, pupils visit the coast, organise litter picks in the local area and go on trips to places such as Belgium. Pupils and students in the sixth form are provided with regular, unbiased careers advice. This means they are well informed about different career pathways and future study options.

Governors are skilled and knowledgeable. They challenge leaders about the impact of their actions, for example leaders' plans to continue to improve the proportions of pupils choosing to study a modern foreign language at GCSE. Staff feel valued and appreciate that leaders are considerate of their workload and well-being.


The arrangements for safeguarding are effective.

Leaders have established a culture where the well-being and safety of pupils are given the highest importance. Leaders have a strong awareness of the safeguarding risks specific to their locality, which they take proactive action to minimise.

Staff are vigilant in their care for pupils. Well-trained staff know what to do if they have a concern about a pupil's welfare. Leaders follow up any concerns swiftly.

They work well with other agencies to keep pupils safe. Pupils and sixth-form students can confidently explain what they need to do to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The proportion of key stage 4 pupils who are entered for EBacc subjects has been lower than the national average over the past three years.

Too few pupils study languages at GCSE. Leaders need to continue to increase the proportion of pupils who study MFL to make sure that the EBacc is at the heart of the curriculum. Some teachers do not check what pupils know and understand carefully enough before introducing new information.

When this happens, pupils, including those with SEND, struggle to make links in their learning. Leaders need to ensure that all teachers consistently assess pupils' knowledge accurately in order to make good decisions about what to teach next. This will ensure that all pupils achieve as well as they should in the curriculum.

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