Knole Academy


Name Knole Academy
Website http://www.knoleacademy.org
Ofsted Inspection Rating Good
Address Knole Academy, Bradbourne Vale Road, Sevenoaks, TN13 3LE
Phone Number 01732454608
Type Academy
Age Range 11-19
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1402 (47.7% boys 52.3% girls)
Number of Pupils per Teacher 15.7
Academy Sponsor Knole Academy Trust
Local Authority Kent
Percentage Free School Meals 14.6%
Percentage English is Not First Language 3.6%
Persistent Absence 13.7%
Pupils with SEN Support 9.9%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (20 September 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

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. The school is a larger-than-average-sized secondary school, with a sixth form. The majority of pupils are of White British heritage. A small proportion of pupils do not speak English as their first language. The proportion of pupils who have special educational needs and/or disabilities is similar to the national average. The proportion of disadvantaged pupils is below the national average. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress. Some pupils attend off-site provision at Two Bridges Pupil Referral Unit, Southborough.

Summary of key findings for parents and pupils

This is a good school The principal is ambitious. She ensures that the school is inclusive for all pupils. Governors and leaders have addressed the school?s weaknesses since the last inspection. This has led to pupils making better progress. Governors have a clear vision of what they want to achieve. Their actions continue to raise standards across the school. The principal and senior leaders have ensured that academic standards have risen, especially in mathematics in key stage 4. Middle leaders use information from assessments well to identify support for pupils. However, senior leaders do not set targets for pupils that are ambitious enough. As a result, some pupils, particularly the lower-ability pupils, are not always sufficiently challenged. Teachers? subject knowledge is good. Their questioning generally helps pupils, including the most able, develop their thinking further. Occasionally, teachers? questions are too low-level. Teachers? feedback is precise. Pupils have opportunities to reflect on and improve their work. This deepens their knowledge and understanding. In the sixth form, students are making good progress. Unvalidated information shows the proportion of A* to B grades increased in 2017 across all subjects. Standards in all subjects are improving. Students in the sixth form are articulate, confident and use complex language in their speech and writing. High-quality careers education and guidance prepare pupils well for their next steps. Leaders have created a strong culture of safeguarding across the school. Pupils feel safe and staff support them well. Pupils? behaviour is good. There is a strong culture of respect across the school. Pupils are helpful and polite and enjoy attending the school. Pupils have the opportunity to experience a broad curriculum. A wide range of additional activities provides many cultural, creative and sporting experiences. Pupils value these opportunities. The attendance of pupils, including disadvantaged pupils, had been improving but fell last year to below the national average. Additional funding is used effectively, although leaders do not always evaluate its impact precisely enough.