Thomas Knyvett College, located in Ashford, Surrey, underwent an inspection on November 14 and 15, 2023. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behavior and attitudes, and personal development. However, leadership and management received a good rating. The executive headteacher, Jeanette Cochrane, leads the school, which is part of the Howard Partnership Trust, overseen by CEO Louise Lee and a board of trustees chaired by Ian Wilson.
Pupils at Thomas Knyvett College are aware of the heightened expectations regarding their conduct and academic achievements. They appreciate the dedication of staff in emphasizing the importance of learning and modeling positive behavior. Nonetheless, some students expressed frustration over the disruptive behavior of a minority of peers during social times, although they recognize that staff are increasingly consistent in addressing these issues. Opportunities for pupils to voice their opinions have increased, with options to join the school council or the Race and Identity group, although awareness of these groups is not universal among students. Events like Culture Day have helped broaden pupils' understanding of diversity and equality.
The curriculum has been reviewed to ensure that pupils acquire the necessary knowledge and skills. Students report growing confidence in articulating their understanding and ideas, but further improvements are needed to prepare them adequately for the next stages of their education. The school acknowledges the impact of the COVID-19 pandemic and staffing changes on its community and has maintained a strong vision of inclusivity. Plans are in place to accelerate progress in school improvement priorities, and attendance rates have improved significantly.
Despite these efforts, the uptake of modern foreign languages at key stage four remains low, hindering the school's ability to meet the government's ambition for the English Baccalaureate to be central to the curriculum. While the curriculum has been reviewed to identify essential knowledge and skills, it is not always delivered in a manner that facilitates connections between ideas. Some lessons progress too quickly, leaving pupils struggling to grasp important concepts, while others lack appropriate activities to enhance learning.
Staff are proactive in identifying pupils with special educational needs and disabilities, utilizing assessment information and feedback from parents and pupils to evaluate support effectiveness. However, the implementation of the behavior policy lacks consistency, leading to disruptions in learning. Some pupils report concerns about behavior in corridors and unkind language during social times.
The personal development curriculum has not yet been fully implemented, although leaders have identified areas for improvement, including promoting the school's values of respect and unity. While pupils develop an understanding of relationships and consent, the curriculum does not yet cover diverse cultural perspectives in sufficient detail, and opportunities for positive contributions to the school and community are still developing.
The safeguarding arrangements at the school are effective. To improve, the school must ensure that all pupils have access to a broad and balanced curriculum, particularly in modern foreign languages. Leaders need to enhance the implementation of the curriculum to help pupils connect ideas and remember knowledge over time. Additionally, raising expectations for pupil behavior and ensuring consistent application of the behavior policy is essential for fostering a conducive learning environment.
