|Name||Kingswood Secondary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 March 2019|
|Address||Gainsborough Road, Corby, Northamptonshire, NN18 9NS|
|Number of Pupils||1141 (49% boys 51% girls)|
|Number of Pupils per Teacher||15.8|
|Academy Sponsor||Greenwood Academies Trust|
|Percentage Free School Meals||16.7%|
|Percentage English is Not First Language||17.2%|
Information about this school
The school academised in September 2013 and became part of the Greenwood Academies Trust. The current principal has been in role since January 2016. A new senior assistant principal joined the school in September 2018. A new leader of mathematics took up the position in January 2019. The leader of the sixth form has recently stepped down from the role. The school is an above-average-sized secondary school, including a small sixth form. It has a growing number of pupils on its roll. The proportion of disadvantaged pupils is above average. The proportion of pupils who speak English as an additional language is similar to the national average. The majority of pupils are of White British heritage. The proportion of pupils with SEND is above average. Similarly, the proportion of pupils who have an education, health and care plan is also above average. The school has an enhanced resource provision for pupils with autism spectrum disorder. For many of the pupils who attend the provision, at least a portion of their learning takes place within the mainstream setting. The school uses The CE Academy and Youth Works as alternative providers. The school receives support from the Hatton Teaching School Alliance and is a member of Challenge Partners. Leaders have also started to work closely with a national leader of education.
Summary of key findings for parents and pupils
This is a good school The principal and other senior leaders have successfully improved the quality of education that the school provides. The trust provides school leaders with effective support and challenge. Leaders’ evaluation of the school’s strengths and weaknesses are accurate. Their plans for improvement are focused appropriately. The leadership of the school has been restructured. Responsibilities and lines of accountability are more clearly defined. Subjects leaders are taking more responsibility for teaching and learning in their areas. However, these new systems are not yet fully effective, including in mathematics. Leaders ensure that the curriculum meets the needs of the pupils within the local context. Pastoral leaders closely monitor pupils who are most vulnerable. They work with parents and carers to provide these pupils with additional support. Leaders are committed to a school that is inclusive. Pupils with special educational needs and/or disabilities (SEND) who attend the enhanced resource provision are fully integrated into the life of the school and make good progress. Pupils adopt positive attitudes to learning. Teachers use their strong subject knowledge to plan clear sequences of learning. Teachers value the training they receive. Pupils in Years 10 and 11 are making good progress across a wide range of subjects. The sixth-form provision is good. Leadership has recently been strengthened. Students make progress that is in line with the national average. Pupils behave well in lessons and around the school site. Pupils know how to keep themselves safe and reduce the risks they may face. The proportion of pupils who are regularly absent from school is slightly above the national average. This includes the proportion of disadvantaged pupils. The teaching of mathematics is improving. However, some pupils are not challenged consistently to do well, particularly the most able. Teachers do not all follow the school’s policy on feedback. Not all pupils reflect on their learning and improve their work. Some teachers do not provide pupils with a level of challenge appropriate to their ability, particularly the most able pupils.