The Archbishop’s School in Canterbury, Kent, has recently undergone an inspection, with the overall effectiveness rated as good. The school demonstrates a strong commitment to ensuring that all pupils achieve well, particularly those who have faced challenges in their previous educational experiences. The school has made significant strides in accommodating the diverse needs of its students, including those who join after Year 7 or have not performed well in the past. This inclusive approach has resulted in improved attendance and academic performance among pupils.
Students report feeling safe and well cared for within the school environment. The school has fostered a welcoming atmosphere that embraces diversity, particularly as it has seen an increase in pupils from refugee families. The school community is characterized by mutual respect, with pupils generally behaving well and settling quickly into lessons. The sixth-form students serve as positive role models for younger pupils, contributing to a culture of respect and responsibility.
The curriculum is well-structured, particularly in key stages three and four, and is designed to build knowledge in a logical sequence. This has been instrumental in addressing previous low achievement levels and mitigating the impact of the COVID-19 pandemic. The school has successfully increased the number of pupils studying subjects that contribute to the English Baccalaureate, including modern foreign languages. Targeted support is provided for pupils who join mid-year or come from refugee backgrounds, ensuring they achieve well.
However, the sixth-form provision requires improvement, as the curriculum does not fully meet the needs of all students. There is a noted lack of vocational options, which limits choices for prospective students. While teachers generally exhibit strong subject knowledge and employ effective teaching strategies, there are instances where learning is not as secure as it could be. Some sixth-form students struggle due to insufficient prior knowledge for their courses, which hampers their ability to succeed.
The school has implemented robust strategies to support pupils with poor attendance, particularly those who are new to the country or have been affected by the pandemic. While attendance has improved, the school needs to refine its analysis of which strategies are most effective to ensure resources are allocated efficiently.
Behaviour expectations are clearly communicated, and most pupils adhere to these standards. The school provides effective support for those who struggle with behaviour, leading to improvements. The identification and support for pupils with special educational needs and disabilities are handled well, with appropriate adaptations made to lesson activities.
Reading is actively promoted, with staff identifying pupils who require additional support to catch up. The school offers a well-planned programme of personal, social, and health education, which contributes to the personal development of pupils and fosters a harmonious community. There are numerous extracurricular activities available, enriching the educational experience.
Governance is strong, with governors holding the school accountable while providing support. They ensure that the school’s vision and values are upheld and that staff workloads are manageable. Staff report feeling well-supported and trained, particularly in safeguarding, which is a priority for the school.
In summary, while the Archbishop’s School has made commendable progress in many areas, particularly in its inclusive practices and curriculum development, there are specific areas for improvement, particularly in sixth-form provision and the analysis of attendance strategies. The school is well-positioned to continue its trajectory of improvement, ensuring that all pupils receive the support and education they need to thrive.
