King Solomon High School

What Ofsted said

From the inspection on 14 May 2024

King Solomon High School has seen significant change since the last inspection. Pupils are beginning to benefit from recent improvements. Pupils recognise that behaviour is improving and that expectations are now clearer. The majority of pupils are polite and respectful. There have been several changes to staffing, including the use of temporary teachers. This has made it difficult for some pupils to build trust and have confidence that staff will be able to resolve any concerns. The expectations for pupils' achievement have increased as a result of the clear strategic vision that has been set out by the new headteacher. Most pupils are responding well to these rising expectations and achieve well in their GCSE examinations. However, there remains significant variability in the way that the curriculum is implemented, due, in part, to changes in staffing. Consequently, some pupils do not achieve as well as they should. This includes those with special educational needs and/or disabilities (SEND) and those who struggle to read confidently. The diversity of the school community is a strength that is celebrated. Pupils are kept safe in school. Although a range of extra-curricular activities is provided, including sports, music and drama, many pupils do not currently participate in these opportunities.

What the school should improve

• Tasks and activities are not sufficiently well adapted for pupils with SEND. As a result, these pupils struggle to access the planned curriculum and do not develop the depth of knowledge they need to achieve well. The school should ensure that staff have appropriate training and guidance so that pupils with SEND are well supported to learn the intended curriculum.
• There is not a coherent and systematic approach to support pupils who struggle with reading. This is preventing some pupils from accessing the full curriculum and achieving as well as they should. The school should make sure that weaker readers receive the additional help they need to build their accuracy, fluency, confidence and develop a love for reading.
• The revised systems that have been put in place to better manage behaviour are not consistently implemented or well understood. As a result, incidents of weaker behaviour are not addressed swiftly. The school should ensure that the high expectations for behaviour, as reflected in the revised systems, are consistently applied. This includes the school engaging effectively with the community to embed a positive culture between all stakeholders.

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