The King David High School in Manchester underwent an inspection on June 6 and 7, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was rated as Good, while behaviour and attitudes were noted as requiring improvement. Personal development, leadership and management, and sixth-form provision were all rated as Good. This school has made significant progress since its previous inspection, which rated it as Inadequate.
Pupils at The King David High School experience a strong sense of community, characterized by mutual respect and a willingness to support one another. They are encouraged to be optimistic about their futures and learn to navigate challenges effectively. The curriculum is broad and rich, equipping students for future success, and most pupils meet the high expectations set by their teachers, achieving strong academic outcomes. The sixth form students, in particular, attain impressive A-level results.
The school environment is generally calm and orderly, allowing pupils to focus on their learning. However, inconsistencies in the application of the behaviour policy have led to some disengaged behaviour among pupils, with instances of lateness to lessons. Despite this, pupils engage in a variety of extracurricular activities, which help them develop skills and independence. They also contribute actively to the local community through various initiatives.
Senior leaders have played a crucial role in implementing changes to address previous weaknesses. Their relentless drive for improvement, along with the strategic contributions of the governing body, has strengthened the school's progress. The curriculum has been designed to build on prior knowledge, enabling pupils to grasp new concepts effectively. Changes in the delivery of curriculum content have been positively received by pupils, who find their learning more interactive and enjoyable.
Teachers demonstrate strong subject knowledge, using effective questioning techniques to deepen pupils' understanding. Regular checks on pupils' comprehension help prevent gaps in learning, and students in the sixth form are well-prepared for university applications, including those with special educational needs and disabilities. However, some pupils with SEND do not receive the most effective support, which can hinder their progress.
While the school assesses reading abilities upon entry, the support for struggling readers is not consistently well-targeted, leading to slower progress for some. Behaviour in lessons can vary, with instances of disruption affecting learning. Attendance remains a concern, with some pupils not attending regularly, which impacts their overall learning experience.
The school has revamped its curriculum to enhance personal development, providing pupils with essential knowledge for making informed life choices. They learn about respectful relationships and receive quality careers advice. Pupils feel safe and know whom to approach with concerns. Extracurricular opportunities are diverse, ensuring all pupils have access to a range of activities.
To improve, the school must ensure consistent application of the behaviour policy across all staff to enhance pupil behaviour and reduce internal suspensions. Attendance strategies need to be strengthened to address persistent absenteeism. Additionally, targeted support for pupils with SEND must be improved to help them overcome learning barriers. Finally, the sixth form's non-qualification offerings should be enhanced to better prepare students for their future endeavors.
