Kingsbury School - A Specialist Science and Mathematics Academy

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About Kingsbury School - A Specialist Science and Mathematics Academy

Name Kingsbury School - A Specialist Science and Mathematics Academy
Ofsted Inspections
Mr Martin Clarke
Address Tamworth Road, Kingsbury, B78 2LF
Phone Number 01827872316
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 705
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

Kingsbury School staff and the majority of pupils share the same high ambitions which have been raised rapidly.

Pupils understand and follow the school's aims to 'enthuse, aspire and achieve'. Pupils speak positively about the support they receive. Warm and respectful relationships characterise life at this school.

Pupils are happy and safe.

Pupils' behaviour and attitudes to their learning during structured lesson times are respectful and positive. During unstructured times, such as breaks and lunch, some pupils do not behave sensibly.

Staff speak with these pupils to ensure they understand the school's high expectations around behaviour. Staff act ...quickly and efficiently to address any behaviour issues.

The school places a strong emphasis on pupils' personal development.

Senior pupils on the leadership team are proud to support others. Pupil librarians and anti-bullying ambassadors actively promote a positive environment. These roles help pupils understand how to be responsible.

The extra-curricular programme is rich and diverse. Pupils take part in a range of clubs such as sports, cheerleading and music. Pupils value being able to participate in the Duke of Edinburgh's Award scheme and school productions.

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

There has been significant change to some post-holders at the school since the last inspection. The school has worked rapidly to review and design a highly ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). New policies have brought a rapid improvement in how pupils learn.

These improvements have not yet led to consistently improving outcomes by the end of key stage 4. However, current pupils demonstrate significant progress.

The school has precisely identified the important things that pupils need to know to succeed.

Teachers present new subject matter clearly and focus carefully on the knowledge that pupils need to gain. The school has secured relevant training to help staff in their roles. As a result, teachers' pedagogy and subject knowledge is a strength.

Teachers use assessments precisely. This helps pupils know and remember more. Teachers use 'five-minute flashback' tasks at the start of lessons.

These assess what pupils know and help them to learn and remember key knowledge. For example, pupils in Year 11 drama can recall and use accurately the key techniques, from Years 7 to 9, in their performance and written work. They can explain how this knowledge has developed over time.

The school quickly identifies pupils with SEND. Teachers use pupil information effectively to adapt their teaching. Leaders ensure that all pupils access the same, ambitious curriculum.

They adapt the curriculum to meet all pupils' needs appropriately. Pupils with SEND successfully access learning and achieve in line with all pupils.

The school has developed strategies effectively to support pupils who are not confident readers.

Specialist teachers rapidly address weaknesses in pupils' phonics, grammar and comprehension. Teachers model reading and encourage pupils to read during tutor sessions. Leaders continue to promote pupils' reading widely and often.

This is helping to improve pupils' reading across the school.

Absence from school is preventing a significant number of pupils from achieving their potential. There are too many pupils who miss school unnecessarily.

This means that they miss out on too much learning. The school is aware of the need to engage with pupils and parents further.

The school prioritises pupils' personal development.

The personal, social, health and economic (PSHE) curriculum is well planned and sequenced. Pupils learn about topics such as healthy relationships, fundamental British values and online safety. A comprehensive careers programme is in place for all pupils.

Pupils engage enthusiastically with this programme.

Governors and trustees know their school well. They support and challenge the school in meetings and in visits to the school, and review and question aspects of the curriculum appropriately.

They hold the school to account for safeguarding and the quality of the SEND provision. The school carefully considers staff workload, which staff are appreciative of.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not behave well enough during unstructured times. This disrupts the social times of others. The school should continue to raise expectations for behaviour throughout the school community to ensure that all pupils have a positive experience of social times.

• Some pupils miss too much school. This holds back their progress and achievement. The school should work closely with parents and external agencies to communicate effectively and secure more regular attendance for all pupils.

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