King James I Academy Bishop Auckland

What Ofsted said

From the inspection on 17 March 2026

Pupils, including students in post-16 provision, are happy and safe at King James I Academy. They thrive as a result of the positive relationships that they have with staff and their peers. Pupils behave very well in lessons and during social times. Incidents of bullying are rare. Leaders deal with it effectively if it happens. Most pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), attend school regularly. Staff create a positive and productive learning environment in which pupils enjoy learning. Pupils study a broad and balanced curriculum. Many pupils achieve well. However, sometimes, teachers do not check that pupils have the knowledge they need before they move learning on. Teachers make highly effective adaptations to lessons to ensure any barriers to learning are removed. Where necessary, pupils receive timely, targeted interventions to help them catch up with their peers. At the end of key stage 4, pupils achieve broadly in line with national averages. However, a minority of pupils could achieve at a higher level than they do. Pupils who are disadvantaged and those with SEND achieve well from their starting points. At the end of post-16 provision, most students achieve in line with national averages. Everyone is part of a community at this school. Pupils take part in a range of clubs tailored to their interests, such as comic book club or outdoor education. They are encouraged to take part in competitive sports, such as football or netball. Pupils visit local museums, art galleries and theatres. They benefit from being part of local heritage projects. Pupils take pride in their town’s history. They care about their local community. Pupils deliver Christmas cards to the local nursing home and host picnics for local nursery children. Pupils, including students in post-16 provision, are well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that teachers check what pupils know and remember so that they do not move learning on before pupils are ready.
• Leaders should ensure that improvements made to the curriculum and teaching lead to pupils achieving at the highest level they can, particularly in the core subjects.
• Leaders should ensure that all pupils, at all stages, are supported to fully embed their learning in order to secure detailed knowledge of personal, social, health and economic education.
• Leaders should ensure that the professional learning programme is precisely matched to priority areas to embed improvements across the school.

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