King James I Academy Bishop Auckland

About King James I Academy Bishop Auckland Browse Features

King James I Academy Bishop Auckland


Name King James I Academy Bishop Auckland
Website http://www.kingjames1academy.com/
Ofsted Inspection Rating Good
Inspection Date 28 March 2017
Address South Church Road, Bishop Auckland, County Durham, DL14 7JZ
Phone Number 01388603388
Type Secondary
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 855 (49% boys 51% girls)
Number of Pupils per Teacher 14.3
Academy Sponsor King James I Academy, Bishop Auckland Limited
Local Authority County Durham
Percentage Free School Meals 36.2%
Percentage English is Not First Language 1.4%
Persisitent Absence 12.7%
Pupils with SEN Support 23.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. This school is smaller than the average-sized secondary school. Most pupils are of White British heritage. The proportion of disadvantaged pupils supported through the pupil premium funding is well above the national average. The proportion of pupils who have special educational needs and/or disabilities is well above the national average. In 2016, the school met the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 11. Some pupils attend alternative provision on a part-time basis. The school uses four providers: PACC at Windlestone Hall; Delta Independent School; Bishop Auckland College; and Education Plus. The school has a service level agreement with the local authority which is providing support in a range of subjects.

Summary of key findings for parents and pupils

This is a good school The headteacher is resolute and committed to raising standards and expectations for both staff and pupils. His efforts are reflected within pupils’ improved outcomes in Year 11 in 2016. Governors and other leaders have initiated strategies that have had a positive impact on pupils’ outcomes over time. External support has also been effective in driving school improvement, such as the leadership of modern foreign languages. Pupils’ progress across a range of subjects, including English and mathematics, is now good. Standards are rising. Disadvantaged pupils achieve well. A clear focus on bespoke training and the development of staff has paid dividends. Teaching has improved and is good, particularly in key stage 4. Teachers’ good subject knowledge and skilful questioning ensure that pupils are motivated to learn. Although in the main, assessment information is used well to provide work well matched to pupils’ needs, sometimes, work lacks challenge, particularly for the most able. There remains scope to share good teaching practice more widely among staff. The curriculum offers a broad and personalised approach. Leaders think carefully about the subjects that pupils study so that they are prepared well for life beyond school. Although pupils achieve well in English, opportunities to develop their literacy skills across the curriculum are still, sometimes, overlooked. As a result of good teaching and leadership, students in the sixth form achieve well. Students in the sixth form are excellent role models for younger year groups. Pupils are polite and respectful and behave well. They are positive ambassadors for the school. Pupils feel safe and are kept safe. Any concerns are dealt with promptly. Leaders’ targeted and continued efforts to improve attendance are being successful. New schemes of learning continue to improve pupils’ outcomes. However, leaders need to continue to check that they are having a sustained and equal impact across all year groups. The vast majority of parents are very positive about the school. They recognise that the quality of education has improved.