The Kings of Wessex Academy has been recognized for maintaining a good quality of education since its last inspection in March 2015. The leadership team, under Mr. Gavin Ball, has worked diligently to foster a shared vision that prioritizes both academic achievement and pupil well-being. This commitment is reflected in the strong progress of pupils, particularly in English and mathematics, where their performance significantly exceeds national averages. The school has a high expectation for curriculum breadth, with a substantial number of pupils following an English Baccalaureate program. The ambition for a comprehensive education from ages two to nineteen is being realized, with positive changes in stakeholder perceptions of the school.
Despite these strengths, there are areas identified for improvement. While girls have shown particularly strong progress, boys' performance has lagged slightly, although it remains above the national average. In the sixth form, student progress aligns with national averages but does not match the strong outcomes seen in Years 9 to 11. Additionally, achievement in modern foreign languages at GCSE has been notably lower than in other subjects, prompting leaders to address inconsistencies in the curriculum as students transition from middle schools.
The school has successfully tackled previous areas for improvement, with significant gains in the achievement of lower-attaining pupils and a narrowing gap for disadvantaged students. The contribution of middle leaders is growing, particularly through the newly established house system, which emphasizes pastoral support and pupil welfare. The focus on effective feedback for pupils has also been a notable strength in recent initiatives.
During the inspection, the focus was on the school's support for pupil welfare, the contributions of subject leaders to teaching and achievement, and the effectiveness of leadership in raising sixth form achievement. Safeguarding measures are robust, with staff demonstrating a clear understanding of their responsibilities. Record-keeping is thorough, and there is a culture of openness regarding pupil safety and well-being. However, overall pupil absence remains higher than the national average, particularly for persistent absence, although the new house system is showing promise in improving attendance accountability.
Behaviour in the school is generally good, with a safe environment for pupils. The student welfare and inclusion team effectively meets individual needs, although there are concerns about the consistency of behaviour management. The leadership promotes distributed leadership, with subject leaders becoming more adept at evaluating teaching quality. However, the impact of their evaluations on teaching improvement needs to be strengthened.
In the sixth form, the range of courses has expanded, increasing participation and successful course completion rates. Students appreciate the quality of careers advice and guidance, which supports their applications to higher education and other pathways. While progress in the sixth form is in line with national averages, there is a need for higher expectations for the most able students. Feedback practices require refinement to ensure they effectively enhance learning, particularly for high-achieving students.
Moving forward, the school aims to consolidate recent changes, strengthen the continuity of the modern foreign languages curriculum, enhance the impact of middle leaders, improve attendance, and refine feedback mechanisms to better support student learning. The commitment to continuous improvement is evident, and the school is well-positioned to build on its successes.
