King’s Leadership Academy Bolton

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About King’s Leadership Academy Bolton

Name King’s Leadership Academy Bolton
Ofsted Inspections
Mr David Crosby
Address Freshfield Avenue, Bolton, BL3 3HL
Phone Number 01204937130
Phase Academy
Type Free schools
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 717
Local Authority Bolton
Highlights from Latest Inspection

What is it like to attend this school?

King's Leadership Academy is a welcoming and friendly school. Most pupils live up to the school's values.

This contributes to the respect and tolerance that they demonstrate for the opinions and beliefs of others. Pupils relish the opportunities to celebrate diversity. This helps all pupils, regardless of their differences, to feel part of a school community.

Pupils, including those with special educational needs and/or disabilities (SEND), forge strong relationships with their teachers. Teachers are approachable and supportive of pupils' needs. This helps pupils to feel safe.

The trust has worked closely with the school to improve the behaviour management sy...stem. Most pupils respond well to the new routines and strategies. This means that classrooms are typically calm and orderly.

Pupils study a comprehensive programme that promotes their personal development. Almost all pupils, including those with SEND, complete The Duke of Edinburgh's Award in Year 9. Pupils enjoy taking part in a large range of outdoor pursuits.

For example, they canoe and rock climb as part of their leadership residential trip. These opportunities encourage pupils to be resilient and work together as a team.

The trust and the school have high aspirations for pupils' academic success.

Most pupils work hard and achieve well overall.

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

The trust works effectively with the school to help negate the potential disruption caused by the temporary school buildings which are housed on the split site. Trustees and members of the local governing body provide effective challenge to the school about all aspects of its work.

This helps to continually improve the quality of education for all pupils, including those with SEND.

There have been recent improvements made to the breadth and depth of the curriculum at key stages 3 and 4. However, the subject choices in key stage 4 are not as broad as they could be.

This means that some pupils are not prepared as well as they should be for their next stage of education.

The school ensures that the curriculum identifies the essential knowledge that pupils need to learn. Teachers use their secure subject knowledge to emphasise subject-specific vocabulary.

This helps pupils, including those with SEND, to access subject content. Nevertheless, some teachers do not use assessment strategies consistently well. At times, this leaves gaps in pupils' learning.

Therefore, some pupils do not have sufficient knowledge to learn new content.

The school has enhanced its systems to identify and support pupils with SEND. This helps pupils with SEND to access the full curriculum and achieve as well as they could.

The trust has worked with the school to prioritise reading. Pupils who find reading difficult are identified quickly and supported effectively. Regular reading sessions promote pupils' knowledge of a wide range of different books.

Most pupils read widely and often.

The school engages well with parents and carers to improve pupils' learning. For example, parents provide support with homework and behaviour.

Pupils, including those with SEND, attend school regularly. This reflects pupils' motivation and keenness to excel. Pupils' behaviour and conduct are strong in the classroom.

This creates a purposeful learning environment.

Pupils with SEND engage fully in school life. They take on many student leadership roles.

Pupils, including those with SEND, are enthusiastic about their 'student parliament' duties. Such roles help them to build their confidence and communication skills.

The school places a sharp focus on broadening pupils' awareness of the wider world.

For example, pupils regularly take part in trips to the theatre, museums and different countries. Pupils learn about and appreciate various religions through their visits to different places of worship. For instance, they visit a gurdwara, mosque, temple and church.

Pupils support the community through events such as the 'winter wonderland'. As a result, pupils have a secure understanding of life in modern Britain and the wider world.

Pupils benefit from a strong careers programme.

They receive impartial careers advice, meaningful work experience and mock interviews. The school equips pupils with the skills that they need for success beyond school.

The trust and the school are considerate of staff's workload when making decisions about assessment, staffing and supervision duties.

Staff value the support and professional development that they receive. They are proud to work at the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The subject choices in key stage 4 are not as broad as they could be. This means that some pupils have limited knowledge to pursue wider subjects beyond school. The school should ensure that key stage 4 pupils have access to a broader range of subjects so that they are prepared well for their next steps.

Some teachers do not use assessment strategies effectively enough. This means that some pupils have gaps in their learning. The school should ensure that teachers check and address pupils' misconceptions so that they can learn new content well.

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