The King's Academy

What Ofsted said

From the inspection on 19 May 2026

This is a school built on kindness, belonging and high expectations. Pupils feel known, valued and supported. Staff build positive relationships and help pupils start each day with a clear sense of purpose. Many pupils enjoy their learning and speak positively about some subjects. Sixth-form students value the clear guidance they receive from teachers. However, outcomes at the end of Year 11 have declined over recent years. Some pupils who start with weaker reading or number skills do not catch up quickly enough. Some pupils who begin school with secure understanding are also not achieving the grades they should. This hampers how well some are prepared for their next steps in education, training or employment. Pupils experience variable teaching quality across the school. Leaders know this and have begun to strengthen teaching so that current pupils recall key ideas, use subject language confidently and think more deeply. Staff are true to the school’s vision that each child is ‘infinitely precious’. They ensure that all pupils are included in every aspect of school life. Pupils enjoy many clubs and activities that broaden their interests such as chess, gardening, creative writing and baking. They also take part in a wide range of cultural experiences. These include theatre visits to study Shakespeare, presenting scientific research at conferences and international trips during an activities week. Pupils build their social conscience through events that support local charities such as a colour run and readathons. Pupils feel safe and say they have trusted adults. Pupils generally behave calmly and are respectful to adults. Bullying is not common and pupils say staff act when concerns are raised. Pupils understand how to stay safe online and in the community. Pupils’ attendance has significantly improved and most pupils now attend more regularly.

What the school should improve

• Leaders should ensure that all subjects embed systematic retrieval, explicit vocabulary teaching and precise checking of understanding, so that pupils secure the knowledge they need to progress.
• Leaders should ensure that improvements in curriculum delivery lead to improved outcomes across all subjects and pupil groups.
• Leaders should strengthen the consistency of behaviour expectations and the support provided to pupils, so that behaviour and attitudes improve for all.

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