Kingsmead Academy, located in Wiveliscombe, Somerset, underwent an inspection on June 21 and 22, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were all rated as requiring improvement, while personal development was rated as good. This marked a decline from the previous inspection in March 2017, which had rated the school as good.
The school community is anticipating the opening of a new building after a period of disruption. Pupils have access to a broad curriculum that includes vocational subjects like agriculture. However, in Years 7, 8, and 9, there are gaps in essential knowledge in some foundation subjects due to an emphasis on examination content. While pupils receive effective pastoral support, including assistance for those using the welfare room, there are concerns regarding the timeliness of responses to reports of bullying and communication with parents.
Leaders' expectations for pupil behavior are inconsistent, and the behavior management system is not applied effectively. This has led to some pupils misbehaving on school grounds, causing discomfort for others. Despite these challenges, the school provides opportunities for pupil leadership through initiatives like the school council and sports leadership roles. Educational trips, including summer residential trips for Year 7 and 8 pupils, help broaden their experiences.
While the school has established a curriculum structure, it lacks consistency in identifying learning objectives and sequencing content across subjects. This inconsistency hinders pupils' learning. Leaders do not have a clear overview of the curriculum implementation, resulting in pupils' work not always reflecting the planned curriculum. In subjects with effective assessment processes, pupils understand how to improve, but leaders lack a comprehensive understanding of assessment impacts.
A reading program is in place, but teachers do not fully understand the reading abilities of all pupils, limiting their ability to promote reading effectively. Generally, pupil behavior in lessons is calm, and those struggling with behavior receive additional support outside the classroom. However, some pupils miss too many lessons, affecting their learning.
The careers program offers good guidance, helping pupils access further education and apprenticeships. The personal, social, health, and economic education curriculum is well-planned, addressing relationships and safety issues. Pupils participate in various sports and arts clubs and take pride in an exchange program with a school in Zambia.
Pupils with special educational needs and disabilities do not consistently receive the necessary support, as teachers lack sufficient knowledge of their needs. The inclusion team, which possesses specialist skills, is an area of improvement for the school. Leaders and governors do not systematically check the performance of different areas, limiting their ability to assess the effectiveness of policies and improvement efforts.
Safeguarding arrangements are effective, with staff trained regularly and a specialist team in place. Pupils are aware of how to report concerns, and safeguarding risks are addressed through the curriculum and pastoral support. However, some pupils feel uncomfortable in certain areas of the school, such as toilets and narrow corridors, prompting leaders to implement measures to manage these concerns.
To improve, the school needs to enhance curriculum planning and sequencing, ensure teachers understand pupils' reading abilities, provide consistent support for pupils with special educational needs, and apply behavior management systems effectively. Additionally, leaders should refine quality assurance processes and improve communication with parents to ensure they are well-informed about their children's education.
