Kirkbie Kendal School, located in Kendal, Cumbria, has recently undergone an ungraded inspection on May 8 and 9, 2024. The overall judgement of the school remains good, although evidence suggests that a graded inspection might yield a lower rating. The school is known for fostering a sense of pride among its pupils, who value the friendships they form and the supportive environment provided by their teachers. This nurturing atmosphere contributes to pupils feeling safe and happy while attending the school.
Pupils, including those with special educational needs and disabilities, generally exhibit good behavior during lessons and social times, leading to a focused learning environment. Sixth-form students demonstrate positive attitudes towards their education, showing motivation and a desire to succeed. The school maintains high expectations for pupil achievement; however, there are notable flaws in the curriculum design that hinder comprehensive learning. Gaps in knowledge are not effectively addressed, resulting in uneven learning outcomes for pupils.
Despite these challenges, most pupils appreciate the extracurricular opportunities available, such as sixth-form students leading reading support sessions for younger pupils and participating in annual theatre performances. Many also engage in The Duke of Edinburgh’s Award scheme, which helps develop resilience and teamwork skills. The school has a clear understanding of its educational strengths and weaknesses and has taken steps to enhance the curriculum, particularly in key stages three and four, with improvements in modern foreign languages.
However, the curriculum's clarity regarding essential knowledge and its delivery remains inconsistent across subjects. In areas where the curriculum is well-developed, teachers effectively design learning activities, but in other subjects, assessment strategies are not utilized adequately to identify and address learning gaps. This inconsistency affects how well pupils, including those in the sixth form, build on their knowledge over time.
The school has made strides in identifying and assessing additional needs, with staff appreciating the guidance provided for adapting teaching methods for pupils with special educational needs. Nonetheless, weaknesses in curriculum design still impact the achievement of some of these pupils. The school has also revamped its approach to supporting struggling readers, benefiting younger pupils, but support for older pupils remains insufficient, limiting their access to the curriculum.
Attendance issues persist, with many pupils frequently absent, which affects their learning. The school lacks a comprehensive understanding of the reasons behind these absences and does not monitor sixth-form attendance rigorously enough. This oversight hampers efforts to address barriers to attendance effectively.
Pupils receive education on personal, social, health, and economic topics, preparing them for future opportunities. However, there are gaps in their understanding of fundamental British values and diverse faiths, with some pupils using derogatory language without recognizing its negative impact. This indicates that not all pupils are adequately prepared for life in modern Britain.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school needs to refine its curriculum to clearly identify key knowledge, enhance support for older pupils struggling with reading, and strengthen attendance monitoring in the sixth form. Additionally, it should ensure that the program promoting pupils' wider development is designed to better prepare them for life in a diverse society.