Kings Ash Academy, located in Paignton, Devon, underwent an inspection on May 25 and 26, 2021, and received an overall effectiveness rating of good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good. This marked a significant improvement from the previous inspection, which had rated the school as requiring improvement.
The inspection highlighted that pupils receive a good-quality education, with teachers demonstrating strong subject knowledge. There is a particular emphasis on reading and mathematics, and specialist teachers are employed for subjects like French. The school prioritizes pupils' physical development and well-being, ensuring they feel safe and cared for. Pupils are engaged in their learning and are recognized for their efforts, particularly through awards like the 'unsung heroes' award.
The curriculum covers all subjects in the national curriculum, and the school has made considerable efforts to enhance its teaching plans to ensure that pupils are learning and retaining the necessary knowledge. As a result, pupils are catching up quickly and performing better academically. The behavior of pupils is commendable, with regular attendance and a clear stance against bullying, although some pupils feel that staff could respond more swiftly to incidents when they occur.
Leaders at Kings Ash Academy are committed to serving the local community and have made significant strides in improving the quality of education and communication with parents. The executive headteacher has established a strong team, and ongoing staff training is a key focus, allowing teachers to apply their training effectively in the classroom. For instance, changes to the mathematics curriculum have led to improved pupil performance in this subject.
The school places a strong emphasis on reading, with staff conducting accurate assessments of pupils' phonics knowledge and providing timely support to help them succeed. The curriculum is designed to progress systematically from Nursery to Year 6, although some subjects still require better sequencing to ensure depth of knowledge. The head of school and her team are actively working on these improvements.
In the early years, the curriculum in Nursery is effective in fostering learning and development, setting a solid foundation for future education. However, the Reception curriculum does not always build on the rich experiences provided in Nursery, and leaders are addressing this issue. In Years 1 to 6, teachers are beginning to implement better-planned sequences of work, leading to improved learning outcomes in subjects like history, geography, and science.
The school effectively identifies pupils with special educational needs and disabilities, ensuring that the curriculum meets their academic needs. However, there are instances where teaching plans are not implemented precisely enough, resulting in some pupils not receiving adequate practice to secure essential knowledge.
Subject leaders demonstrate strong capacity to lead their areas effectively, and recent efforts to monitor pupil learning are yielding positive results. Nevertheless, there are still gaps in knowledge for some pupils due to missed steps in teaching sequences. Teachers support pupils' personal development by exploring significant themes and current issues, fostering skills such as optimism and empathy.
The safeguarding arrangements at Kings Ash Academy are effective, with robust recruitment procedures and close collaboration with families and external agencies. Staff are vigilant in identifying concerns and ensuring pupils know how to keep themselves safe. Overall, while the school has made commendable progress, there are areas for improvement, particularly in ensuring that the curriculum is coherently planned and sequenced across all subjects to address gaps in knowledge and understanding.
