Kingsbury Academy, located in Coventry, is a special school catering for pupils with various needs, including autistic spectrum conditions and profound learning difficulties. The school was inspected on March 22 and 23, 2022, and received an overall effectiveness rating of Requires Improvement. This marks a decline from its previous inspection grade of Good. The inspection highlighted several areas needing attention, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all of which were rated as requiring improvement.
The school is described as welcoming and friendly, with staff dedicated to ensuring the safety and happiness of pupils. Leaders have initiated efforts to collaborate with parents and professionals to better understand how pupils learn, using this information to create individualized plans. However, the curriculum development is still in progress, and not all areas are well-planned, which limits pupil progress. While all pupils have opportunities to engage in extracurricular activities, the overall curriculum lacks clarity and structure in some subjects.
The headteacher, who joined in January 2021, has high aspirations for the pupils and has identified key areas for improvement. Robust safeguarding procedures have been established, ensuring that pupils receive necessary therapeutic support. However, the curriculum's structure is not yet fully developed, and there is a need for a more coherent approach to meet the diverse needs of all pupils.
Communication is emphasized as vital for learning, and leaders aim to give every child a voice. Some classes utilize clear structures and routines to support communication, but inconsistencies in implementation can lead to difficulties in pupil focus and behavior. Pupil-centered planning has been introduced to identify individual needs, but its inconsistent application means that some pupils do not receive adequate support for their learning progression.
The school has made strides in teaching phonics from the early years, but the approach lacks consistency, with some pupils not being challenged enough. Personal development is prioritized, but its integration into the curriculum is still developing. Independence is encouraged from early years, but not all staff effectively implement the communication systems in place, hindering some pupils' learning experiences.
Governors have a realistic understanding of the school's strengths and weaknesses and recognize the impact of leadership efforts. However, there is a need for more effective monitoring of new policies and practices to ensure they are implemented properly. This oversight is crucial for identifying the next steps for improving pupil learning.
The safeguarding arrangements are effective, with clear systems in place to support pupils in need. Staff are trained to recognize signs of distress, and communication boards help pupils express their concerns. Leaders are proactive in seeking external support for families when necessary.
To improve, the school must ensure consistent use of structures and routines to support behavior management. The curriculum needs clearer sequencing across subjects, and the quality of pupil-centered planning must be enhanced. Leaders should also focus on effectively monitoring the implementation of new policies to gain an accurate understanding of the school's performance and areas for further development.
