Kingswinford Academy, located in Kingswinford, West Midlands, is recognized as a good school following its inspection on July 10 and 11, 2024. The headteacher, Ian Moreton, leads the school, which operates as an academy under the Windsor Multi-Academy Trust. The trust is overseen by CEO Dawn Haywood and a board of trustees chaired by Andrew Middleton. The school maintains high expectations for student work and behavior, including for those with special educational needs and disabilities. The curriculum is broad and ambitious, with strong oversight from the trust ensuring effective progression based on students' prior knowledge. Pupils are encouraged to reflect on and improve their work, leading to effective learning and preparation for future educational stages.
Students appreciate the support from staff, recognizing their commitment to their success. They particularly enjoy practical lessons, contributing to a calm and purposeful atmosphere throughout the school. Pupils feel safe and know whom to approach with concerns. Attendance rates have improved and are now at the national average. The school fosters respect among students, providing numerous opportunities for character development and talent exploration. Many students, including those from disadvantaged backgrounds, participate in extracurricular activities, such as a recent dance festival and a production of Oliver.
At key stage three, all pupils study the full national curriculum, which effectively prepares them for key stage four. The curriculum remains broad at key stage four, with an increasing number of students entering the English Baccalaureate. The school prioritizes reading, identifying students with weaker reading skills upon entry and providing additional support to help them catch up. Leaders have effectively sequenced learning, allowing students to build on their existing knowledge. For instance, in English, students analyze increasingly complex texts featuring heroes and villains. Teachers demonstrate strong subject knowledge, presenting information clearly and breaking it down into manageable parts. They utilize lesson beginnings to reinforce long-term retention of learned material, and students are expected to catch up on missed learning, although this is more effective in some subjects than others.
The school effectively uses resources, with each pupil having access to a tablet for storing, reviewing, and revising their work. Feedback is provided at the end of each unit, allowing students to enhance their work based on teacher input. However, there is variability in the effectiveness of assessment across subjects, with some misconceptions not being identified promptly. Pupils understand the school's policies and routines, demonstrating good conduct and collaboration in lessons, and they present their work neatly.
The school promptly identifies the additional needs of students with special educational needs and disabilities, working closely with parents to create clear guidance for support. This collaboration results in effective progress for these students across the curriculum. Pupils gain a solid understanding of personal safety, relationships, and social issues through a well-structured program. The school also offers a comprehensive careers guidance program, providing impartial advice and opportunities for work experience.
Staff collaboration across the trust enhances the school's improvement efforts. Newer staff receive effective support, and leaders consider staff workload in their decision-making. The safeguarding arrangements are effective, ensuring a safe environment for all students. To improve further, the school should enhance the precision of assessment in all subjects to identify and address knowledge gaps more effectively. Additionally, consistency in support for students who have missed work should be strengthened to prevent discouragement and ensure all pupils can secure essential knowledge for their learning progression.
