Christ The King College

What Ofsted said

From the inspection on 12 May 2026

Pupils are proud of their school. They value the warm relationships they have with each other and with staff. Pupils feel safe. They are confident that leaders will address any concerns that they may have. Pupils benefit from the high-quality pastoral care. Pupils behave well in both lessons and social times. Bullying is rare and is dealt with appropriately. Pupils are polite and respectful to each other and adults. Pupils meet the high expectations of leaders. They are attentive and have started to develop their independent learning skills. Pupils do not yet attend school often enough. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders have a range of strategies in place to improve attendance. These are appropriate, but it is too early to see positive impact. Pupils enjoy their learning. They benefit from the well-organised, engaging curriculum. Pupils appreciate the consistency of teaching approaches across lessons. Leaders are still embedding effective checking for understanding so that misconceptions can be addressed more securely. Pupils achieve broadly in line with national averages. This has improved over time. Pupils with SEND and those who are disadvantaged are well supported. Pupils' needs are identified precisely by leaders. Pupils then have effective adaptations to their learning. This enables pupils to achieve well from their starting points. Pupils appreciate the clubs and visits they can attend. This helps pupils to pursue their interests. For instance, they frequently participate in lunchtime sports, performing arts, and chess clubs. Pupils benefit from the high-quality careers provision. They receive excellent advice from Year 7 to Year 13. Pupils get the information they need to make informed decisions about their next steps in education, employment or training.

What the school should improve

• Leaders should ensure that checks for understanding are consistently and effectively implemented across subjects to ensure that misconceptions are addressed.
• Leaders should embed their attendance strategy fully, so that it results in pupils' high attendance, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities.

Read the full Ofsted report (opens in a new tab)