King Solomon High School has undergone notable changes since its last inspection, with pupils beginning to experience the benefits of recent improvements. The new headteacher has established clearer expectations for pupil behavior and achievement, which many students are responding to positively. Most pupils demonstrate politeness and respect, contributing to a generally calm and orderly environment. However, the frequent use of temporary teachers has hindered some students' ability to build trust and confidence in staff, impacting their overall experience at the school.
The school’s curriculum is broad and ambitious, offering a variety of academic and vocational subjects. While many pupils achieve well in their GCSE examinations, there is still significant variability in curriculum implementation, which affects the performance of some students, particularly those with special educational needs and disabilities. The school community's diversity is a strength, and while pupils are kept safe, participation in extracurricular activities remains low despite the range of options available.
Efforts to enhance the quality of education have been made since the previous inspection. Subject leaders have received training to improve curriculum development, and key concepts have been clearly identified for each subject. Assessment systems have also been refined to help teachers identify and address gaps in pupils' knowledge. However, these improvements are still in the early stages and not yet fully embedded, leading to inconsistencies in curriculum delivery. This inconsistency particularly affects students with special educational needs, who do not always receive the necessary support to thrive academically.
The school has set high expectations for pupil behavior, supported by a new policy that provides clear guidance. Most classrooms and corridors are orderly, and pupils are generally attentive during lessons. However, the application of these expectations by staff is inconsistent, resulting in some instances of poor behavior not being addressed promptly. While suspensions are managed appropriately, the school must ensure that high behavioral standards are consistently enforced across all staff members.
The personal development curriculum aims to help pupils reflect on important issues, but their understanding of these topics is limited. The careers program is still developing, with Year 12 students benefiting from work experience placements, but there is a lack of partnerships with external organizations to provide comprehensive guidance for all pupils.
Leadership and governance are committed to improving the school, with a clear understanding of its strengths and areas for development. Leaders recognize the need to raise expectations for both learning and behavior and to ensure that these are consistently applied by all staff. Staff opinions vary, with some feeling well-supported and others expressing concerns about the level of support they receive.
The safeguarding arrangements at the school are effective, ensuring that pupils are protected and supported. However, there are critical areas for improvement. Tasks and activities for pupils with special educational needs are not adequately adapted, preventing them from accessing the curriculum fully. Additionally, there is a lack of a systematic approach to support weaker readers, which hinders their ability to achieve across subjects. The school must ensure that all pupils receive the necessary support to develop their reading skills and access the curriculum effectively. Overall, while King Solomon High School has made strides in certain areas, significant work remains to ensure that all pupils can achieve their full potential.
