King of Kings

What Ofsted said

From the inspection on 10 February 2026

King of Kings is a close, caring community, where pupils are known as individuals. They build warm, trusting relationships with staff, who understand their strengths and needs. This sense of belonging helps pupils, including those in the pre-school, to settle quickly. Pupils behave kindly towards one another and understand the importance of forgiveness, responsibility and respect. Students in the post-16 phase enjoy working with younger members of the school. This strengthens the school’s family feel and helps pupils learn to value differences. Pupils arrive each day ready to learn. They are safe, supported and encouraged to do their best. Staff set clear expectations, and pupils respond with calm, respectful behaviour that helps everyone focus. If an issue were to arise, including any unkind behaviour or bullying, staff act quickly so pupils feel protected. Pupils know adults take their concerns seriously. Pupils rarely miss a day. They want to be in school and they feel positive about the progress they make through the curriculum. Pupils enjoy their learning because it is personal to them. They move through their work at a pace that helps them to build a secure understanding, regardless of any barriers to their learning. Pupils take pride in their achievements, whether mastering new skills or preparing for wider opportunities, such as the European Student Convention. This is a chance for pupils to showcase their talents in art, music, sport and academic challenges. These experiences help pupils to see what they can achieve and inspires them to aim high. Pupils thrive because the school helps them grow into confident, thoughtful young people, who are ready for life in modern Britain. They learn about the wider world, how to treat others with respect and how to make positive choices. Pupils take part in activities that build character, such as performances, community events and leadership roles. These opportunities help them to develop confidence, independence and resilience. By the time they leave, pupils understand the positive impact they can make in the world.

What the school should improve

• Leaders should broaden the range of reading books on offer to pupils so that they reflect the diversity and cultural backgrounds of the school community and the wider world. This will ensure that the reading materials available match the needs and experiences of all pupils and sit alongside the core reading resources already in place.
• In the early years, leaders should increase the planned opportunities for children to practise and secure the fundamental physical skills of running, jumping, balancing, agility, throwing and catching. This will ensure that children develop the full range of early movement skills expected for their age and are physically well prepared for the next stage of their learning.

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