|Name||The John Wallis Church of England Academy|
|Ofsted Inspection Rating||Good|
|Address||Millbank Road, Kingsnorth, Ashford, TN23 3HG|
|Religious Character||Church of England|
|Number of Pupils||1621 (49.4% boys 50.6% girls)|
|Number of Pupils per Teacher||14.6|
|Academy Sponsor||The Diocese Of Canterbury Academies Company Limited|
|Percentage Free School Meals||35.8%|
|Percentage English is Not First Language||21.1%|
|Pupils with SEN Support||14.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (09 January 2014)
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Information about this school
The academy opened as an 11?16 school in 2010. A sixth form was created in September 2011. In September 2012, a primary sector was opened making the school an all-through provider for pupils and students aged 3?19. Both the predecessor secondary and primary school had previously been in special measures. The academy is sponsored by the Diocese of Canterbury, Benenden School, Canterbury Christ Church University and Kent County Council. It is larger than the average-sized school. There are similar numbers of boys and girls attending the school in the age range 3?16, but boys outnumber girls in the sixth form. The proportion of students known to be eligible for the pupil premium (additional funding provided by the government to help nationally underperforming groups such as students eligible for free school meals and children who are looked after) is considerably above the national average. Close to 80% of students are of a White British heritage. While the proportion of students from minority ethnic groups is below average, the proportion who speaks English as an additional language is well above average. The proportion of disabled students and those with special educational needs supported through school action is well above average. The proportion of students supported at school action plus or with a statement of special educational needs is also well above average. A very small number of Key Stage 4 students receive part of their education off-site through The North School, a neighbouring secondary school, and K College, a local further education provider. In the 2012?13 academic year, the academy?s secondary school met the current government floor standard, which determines the minimum expectations for attainment and progress by the end of Key Stage 4. The floor standard was not met in the primary sector.
Summary of key findings for parents and pupils
This is a good school. The inspirational Principal has an ambitious vision of continual improvement for the academy. He is ably supported by his senior team, his staff and the governors, Teaching is improving rapidly. Most is now at least good; some is outstanding. In all key stages, progress over time is good and the proportion of students achieving five good GCSE grades, including English and mathematics, has improved significantly. All groups of students are achieving well and gaps in attainment are closing. This is because of the school?s determination to ensure that no student is left behind. Students behave well and they feel safe. They are proud of the academy and older students refer with pride to the improvements that have taken place, and the academy?s growing popularity. Children in the Early Years Foundation Stage are making good progress because of the quality of care and support offered. The primary sector, which has been in operation for just four terms, is now flourishing because of high-quality leadership and the establishment of a stable and committed staff. The embryonic sixth form is developing well. Teaching is good, standards are rising and improved support and guidance is enabling many students to meet their ambitious career plans. The governing body is very effective. Ambitious plans to create a vibrant and successful all-through academy in an area that faces many challenges are already meeting with success. Governors keenly support the Principal and his staff, but are appropriately questioning and demanding. They are committed to securing further improvements in their quest to take the academy to even higher levels of performance. It is not yet an outstanding school because : In a minority of lessons, the work planned does not sufficiently motivate, enthuse and challenge all students. As a consequence, the progress made in those lessons, and over time, is less than it could be. A small number of sixth formers are given the opportunity to study courses for which they might not have met the minimum entry criteria, leading to disappointing results at the end of Year 12.