King James I Academy Bishop Auckland is recognized as a good school following its inspection on February 16 and 17, 2022. The school fosters an environment where pupils feel valued and have a voice, as evidenced by the establishment of the academy council, which allows students to elect representatives to share their views and suggestions with school leaders. This involvement contributes to a positive school culture where pupils enjoy attending and conduct themselves well, making visitors feel welcome.
The school sets high expectations for its students through its seven standards, which emphasize values such as preparedness and engagement. Pupils understand the significance of these expectations and appreciate the support they receive from the student support team, particularly those who may be less confident in seeking help. The school has effective measures in place to address bullying, with most pupils reporting that incidents are handled appropriately by staff.
In the sixth form, students benefit from a diverse range of academic and vocational courses, including programs designed to support those who may struggle to remain in education after Year 11. The curriculum is ambitious and well-structured, allowing pupils to study a broad array of subjects. Teachers are adept at ensuring that pupils build their knowledge progressively, with effective lesson planning that aids retention of important subject matter. Pupils with special educational needs and disabilities receive tailored support, enhancing their confidence in various activities, including sports.
While the curriculum is generally well-designed, there are areas for improvement. Some subjects, such as design technology and drama, are taught in a manner that does not allow for consistent revisiting of content, which can hinder long-term retention of knowledge. Leaders are aware of this issue and are working to ensure that all subjects are delivered in a way that reinforces learning over time.
The school has made strides in modern foreign languages, with an increase in the number of pupils opting to study GCSE French or Spanish. This is part of a broader effort to enhance the curriculum and ensure that more students can pursue a full range of qualifications, including those that contribute to the English Baccalaureate.
Reading is prioritized, with prompt identification of pupils needing assistance. A variety of support mechanisms are in place to improve reading fluency and confidence, including daily sessions for struggling readers. The school is also investing in further support for pupils who require help with phonics.
Behavior in the school is generally positive, with few disruptions to lessons. Some pupils benefit from opportunities to reflect on their behavior, which aids in preventing future issues. The personal development of pupils is a key focus, with the PSHE curriculum preparing them for life in modern Britain. However, there are areas within PSHE where pupils are less confident in recalling what they have learned, indicating a need for stronger assessment practices.
Staff engagement is strong, with teachers expressing pride in their work environment and valuing collaboration. The governing body has a clear understanding of the school’s strengths and areas for development, which enhances their ability to hold leaders accountable.
The safeguarding arrangements are effective, with staff trained to recognize signs of risk and to raise concerns appropriately. The school collaborates with external agencies to ensure that pupils receive timely support.
To improve, the school needs to ensure that the curriculum is consistently planned across all subjects to facilitate long-term retention of knowledge. Additionally, the assessment of PSHE learning outcomes should be strengthened to better evaluate the effectiveness of the curriculum in this area.
