Christ The King Catholic School in Amesbury is a welcoming and friendly environment where pupils are polite and supportive of one another. The school has experienced significant staffing changes since the last inspection, which has impacted the pace of improvement. However, recent efforts by leaders have begun to yield positive results, particularly in English and mathematics. Despite these improvements, the overall effectiveness of the school is rated as requiring improvement, and the quality of education in the wider curriculum is not yet satisfactory.
Pupils report that behavior is improving, and they appreciate the recognition they receive for positive actions. They feel safe and confident that adults will address any concerns they may have. Nonetheless, attendance remains an issue, with too many pupils not attending school regularly. The school provides numerous opportunities for spiritual development, emphasizing respect and love for one another, which helps pupils understand the importance of treating everyone equally.
The executive headteacher has implemented effective systems to enhance the quality of education, raising expectations for pupil performance. The curriculum has been carefully structured, particularly in English and mathematics, to ensure that pupils develop essential skills. However, the implementation of the curriculum in other subjects has not been as successful, leading to gaps in pupils' knowledge and understanding. While some subjects, like science, have well-sequenced curricula, others, such as history and computing, are still in the early stages of implementation.
Reading has been prioritized, with staff confident in the phonics teaching approach. Children in Reception begin learning phonics immediately, and ambitious goals are set for their progress. While many pupils are catching up quickly, some struggle with reading fluency due to the difficulty of the books they are assigned. Older pupils express enthusiasm for reading and enjoy listening to stories in class, which encourages them to read at home.
Mathematics and writing instruction is well-structured, with teachers planning activities that support learning from an early age. Pupils in upper years are becoming confident writers, demonstrating increasing accuracy and variety in their writing styles. The new behavior policy is being applied consistently, leading to improved conduct among most pupils and fewer disruptions during lessons.
Pupils with special educational needs and disabilities are fully included in school life, with staff becoming more adept at personalizing learning to meet their needs. Pupils engage in discussions about important social issues, demonstrating confidence in challenging discrimination. The school has also enhanced pupils' physical and emotional well-being through initiatives like employing sports coaches and teaching mindfulness.
Governors support the school's ambitions and hold leaders accountable for their priorities, including the curriculum's effectiveness for pupils with special educational needs. Staff feel supported by both governors and leaders, contributing to a positive working environment.
The safeguarding arrangements are effective, with staff knowledgeable about identifying and reporting concerns. While pupils feel safe and know whom to approach with issues, there is a need for improved education on online safety. The school must also address the low attendance rates among disadvantaged pupils to ensure they do not miss valuable learning opportunities. Overall, while there are areas of strength, significant work remains to improve the quality of education and ensure all pupils achieve their potential.
