King Ethelbert School, located in Birchington, Kent, has been rated as good in its recent inspection conducted on June 4 and 5, 2024. The school is part of the Coastal Academies Trust, which is overseen by CEO Kate Greig and a board of trustees chaired by Dave Roberts. The headteacher, Tom Sellen, leads the school in its commitment to providing a high-quality education for its pupils.
The school’s core values, encapsulated in the acronym ASPIRE, emphasize attitude, success, pride, inspire, resilience, and enterprise. These values are integrated into all aspects of school life, fostering a positive environment where pupils respond well to expectations. The curriculum is designed to be ambitious, ensuring that all pupils are challenged and supported in their learning journey.
Pupils benefit from high-quality pastoral support, which is rooted in the strong relationships between staff and students. The school maintains high expectations for behavior, and the majority of pupils adhere to these standards, contributing to a calm and orderly classroom environment. During social times, pupils demonstrate respect and politeness, and they feel safe, knowing whom to approach for help. Although instances of bullying are reported to occur occasionally, staff are quick to address any concerns raised.
The school offers a wide range of enrichment clubs, including chess, science, netball, and tennis, which are well-attended and help nurture pupils' talents and interests. Additionally, opportunities for pupils to engage in leadership roles, such as anti-bullying and wellbeing ambassadors, are provided. The school recognizes the importance of cultural awareness and is actively working to enhance pupils' understanding of diversity.
While the school is committed to delivering a broad and ambitious curriculum, there are areas for improvement. At key stage four, pupils have the opportunity to study a full range of subjects, including those that contribute to the English Baccalaureate. The curriculum is generally well-planned, but in some subjects, the clarity of what pupils are expected to learn is still being developed. This can lead to variability in pupils' learning experiences.
Teachers are knowledgeable in their subject areas and generally provide clear explanations of new concepts. Effective questioning techniques are employed to assess pupils' understanding, and regular feedback is given to help them improve. However, the implementation of strategies to support all pupils, particularly those with special educational needs and disabilities, is inconsistent. While the needs of these pupils are identified, they do not always receive the necessary support to maximize their learning potential.
The school is fostering a culture of reading, with structured sessions dedicated to reading carefully selected books. There is a focus on supporting pupils who struggle with reading, and interventions are being introduced to enhance their confidence and fluency.
Pupils exhibit polite and respectful behavior, contributing to a positive learning atmosphere. Most pupils attend school regularly and appreciate the rewards for good attendance. However, some pupils do not attend as consistently, which affects their learning. The school is aware of this issue and is providing additional support to those who need it.
The personal, social, and health education program is well-structured, addressing topics such as healthy relationships and online safety in an age-appropriate manner. Careers education effectively raises awareness of future pathways, preparing pupils for the next stages of their education or employment.
The safeguarding arrangements in place are effective, ensuring that pupils are protected and supported. Overall, while King Ethelbert School demonstrates many strengths, there are areas that require ongoing development to ensure that all pupils achieve their full potential.
