Khalsa Science Academy, located in Alwoodley, Leeds, underwent an inspection from December 3 to December 4, 2019, and received an overall effectiveness rating of good. The school has demonstrated significant improvement since its previous inspection, where it was rated as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
The school fosters a strong inclusive ethos, providing a warm and welcoming environment for all students. New pupils settle in quickly, and many report that making friends is easy. Parents echo these sentiments, expressing satisfaction with the school's atmosphere. Long-term students note considerable improvements in the school's stability and staffing, which has positively impacted their learning experiences. Pupils particularly appreciate their teachers, who strive to make lessons engaging and interesting.
In the classroom, students exhibit good behavior, demonstrating focus and enthusiasm for learning. They actively participate in discussions and support one another. Playtimes are vibrant, with various activities available, and class prefects are present to assist those in need. While instances of name-calling occur, they are infrequent, and students have a solid understanding of bullying, asserting that it is not a prevalent issue at the school.
Trustees have effectively managed the school's expansion, ensuring a full complement of staff and increasing the leadership team as the school has grown. Many leaders are new to their roles and are in the early stages of developing their skills. The appointment of an executive headteacher has been a recent strategic move to guide the school through its next phase of improvement. Leaders have a clear vision for the curriculum, aiming to provide a broad and ambitious educational experience that allows all pupils to showcase their talents. The curriculum is based on national objectives, and most schemes of work offer a solid framework for teachers to plan lessons that build students' knowledge and skills across various subjects.
Significant investments have been made in resources to support learning, including online tools for home use. Pupils have expressed enjoyment in mathematics programs that enhance their multiplication skills. The school library has also seen new books added to encourage a love of reading, with events like 'extreme reading' further promoting this interest. Daily phonics lessons in Reception and Year 1 ensure that pupils develop strong foundational reading skills, which continue into Year 1 and beyond.
Leaders are focused on expanding pupils' vocabulary, recognizing the challenges faced by those with English as an additional language. Attendance has improved and is now above the national average, with a notable reduction in the number of pupils regularly absent. The new special educational needs coordinator has audited provisions for students with special educational needs and disabilities, creating precise personal plans to guide teachers in supporting these pupils.
The school's safeguarding arrangements are effective, with a strong culture of vigilance. Staff receive regular training to stay updated on safeguarding practices, and leaders promptly address any concerns. The personal development curriculum is comprehensive, covering various topics to help pupils understand how to keep themselves safe, including awareness of internet and social media risks.
While the school has made commendable progress, there are areas for improvement. Some schemes of work lack clarity on key subject-specific concepts, hindering deeper understanding. Continued support for new leaders is essential to enhance their skills and the school's capacity for further improvement. Additionally, efforts to extend pupils' vocabulary must persist to enhance the quality of their written work.
