Ken Stimpson Community School, located in Peterborough, underwent an inspection on October 5 and 6, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as requiring improvement, while the sixth-form provision was rated as good. The school previously held a good rating during its last inspection in April 2016.
Pupils at the school generally enjoy learning and are motivated to succeed. They recognize the importance of education and take pride in their achievements, aspiring for a successful future. However, the report indicates that many students do not achieve their full potential due to inconsistencies in the curriculum and educational provision. While lessons are typically calm and focused, there are instances of disruption in some classes. During social times, students enjoy interacting with one another.
The school provides a safe environment for its pupils, who feel well-supported when issues arise. However, opinions on the management of bullying are mixed, with some students feeling that incidents are not always resolved promptly. In the sixth form, students appreciate the support from teachers and are focused on their future educational or employment paths. They benefit from various opportunities, including programs that teach enterprise skills.
The leadership team is working on a new curriculum approach aimed at broadening the range of subjects available to students. However, the curriculum is not yet organized effectively, leading to instances where teachers attempt to cover too much material at once, resulting in student overload and retention issues. Additionally, there is a lack of clarity regarding essential knowledge that students need to acquire, which affects the quality of teaching and learning.
Support for struggling readers has been introduced, but the implementation of reading programs has not yet yielded the desired results. Some students report reading less for pleasure in secondary school compared to primary school, although they enjoy reading sessions in tutor groups. The school has not fully trained all staff in phonics and reading instruction, which affects the support provided to students who struggle with reading.
The report highlights that teachers do not consistently meet the needs of students with special educational needs and disabilities. While some teachers follow guidance effectively, others do not provide adequate learning opportunities. However, the provision for students with autism spectrum disorder is noted as being well-delivered.
Behavior management policies are not consistently applied, leading to disruptions in some lessons and inappropriate conduct during social times. Attendance has improved since the national lockdowns, but the rate of persistent absenteeism remains a concern. The school has developed a curriculum that includes personal development opportunities, but some students' understanding of fundamental British values is lacking, as evidenced by the use of intolerant language.
Leaders ensure that all students receive the necessary guidance for their next steps in education or employment. Despite challenges during a turbulent period, leaders have fostered positive relationships with the local community. The safeguarding arrangements are effective, with staff trained to identify and respond to potential harm. Overall, while the school has strengths, significant improvements are needed in various areas to enhance the educational experience for all students.
