Star King Solomon Academy

What Ofsted said

From the inspection on 24 September 2024

Across all phases of the school, relationships between pupils and staff are warm and respectful. Pupils understand the school's values of educational excellence and character development. They said that the school is an improving environment in which to learn. However, while children in the early years and pupils in the primary phase of the school typically achieve well, secondary-age pupils experience a poor education. They are ill- prepared for the next stage of their education. Pupils are happy and safe. They know who to talk to about any concerns that they may have. During lessons most pupils behave sensibly. However, during breaktimes and lunchtimes, some pupils' behaviour is not as positive. Some pupils do not treat others with respect and some others use derogatory language. Staff monitor pupils' behaviour around the school, including at social times. However, some staff do not address and deal with pupils' poor behaviour well enough. The school places a strong emphasis on pupils' personal development. In the primary phase, pupils support each other well and have opportunities to develop their leadership skills. Pupils have a range of extra-curricular activities to choose from and staff organise some educational trips to broaden pupils' horizons. However, the weak delivery of the personal, social, health and economic (PSHE) education curriculum means that older pupils are not prepared well enough for life in modern Britain.

What the school should improve

• In some subjects, particularly in the secondary phase, the curriculum is at an early stage of development. The school has not identified clearly enough what it wants pupils to learn and how this will build progressively over time. This affects pupils' learning. The school should ensure that the curriculum across the school is carefully designed and well ordered so that pupils learn all that they should.
• The curriculum, including PSHE, is not delivered well enough, especially in the secondary phase. This means that pupils do not build a secure body of knowledge to support their future learning or their readiness for life in modern Britain. The school should ensure that teachers are well equipped to deliver curriculum content so that pupils can build their knowledge progressively over time.
• Teachers do not consistently check that pupils understand what has been learned and what they can remember. This is particularly evident in the secondary phase. This means that gaps in pupils' knowledge are not identified and addressed effectively. As a result, pupils' progress through the curriculum is hindered. The school should ensure that teachers consistently check pupils' understanding and adapt their teaching accordingly to close any gaps in learning.
• Absence rates are high. Some pupils, including disadvantaged pupils and pupils with SEND, miss too much school. This affects their learning and achievement. The school should further build on its initial work with parents and external agencies to ensure that the barriers that stop pupils attending school are removed.
• Some pupils do not behave well enough during unstructured times. They use derogatory language to each other. This disrupts social times for others. The school should ensure that staff follow the revised behaviour systems so that incidents of poor behaviour are addressed consistently well. HMCI strongly recommends that the school does not seek to appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.

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