Kingsdown School, located in Swindon, has received a positive inspection report, highlighting its overall effectiveness as good. The inspection, conducted on January 28 and 29, 2020, assessed various aspects of the school, including the quality of education, behavior and attitudes, personal development, and leadership and management, all of which were rated as good. The school has not been previously inspected under the relevant section of the Education Act.
Pupils express a strong sense of ambition and support from the school, noting that staff maintain high expectations for their performance. They feel safe and are able to learn without disruptions, with minimal instances of bullying, which are effectively addressed by the staff. The school fosters a positive environment where pupils feel valued and involved in the school's improvement efforts. They participate in various roles such as reading buddies and sports leaders, contributing to a supportive community.
The headteacher's ambitious vision aims to champion every pupil, and this is reflected in the clear expectations set for conduct and attitudes. The curriculum is designed thoughtfully, promoting effective learning and positive behavior. Teachers utilize assessments effectively to tailor the curriculum to meet the needs of pupils, ensuring that they are challenged appropriately.
Kingsdown School is actively working to broaden its curriculum, particularly in key stage three and four, with an increasing number of pupils studying humanities and languages. The curriculum in years seven and eight is well-rounded, providing engaging challenges for pupils. The school also emphasizes the importance of environmental stewardship and has a balanced behavior policy that combines rewards with sanctions.
While the school has made significant strides, there are areas for improvement. A small number of pupils have not responded positively to the behavior policy, leading to a higher rate of fixed-term exclusions for this group. Leaders are addressing attendance issues robustly, rewarding good attendance and making strides in supporting disadvantaged pupils and those with special educational needs and disabilities.
Pupils demonstrate respect and tolerance towards one another and are well-informed about personal development topics, which are adapted to reflect current issues. The school's careers guidance is effective in helping pupils make informed choices about their futures. Additionally, the school promotes a love of reading, with a phonics program in place to support those who struggle with reading.
The school provides strong support for pupils with special educational needs, enabling them to achieve more and integrate well with their peers. Staff report high levels of job satisfaction and feel well-supported by leadership, contributing to a positive school culture. Governors are actively involved in the school, regularly engaging with staff and pupils to understand the school's needs.
The safeguarding arrangements are effective, with pupils and staff feeling secure within the school environment. The safeguarding team works closely with local community groups to address risks and ensure the safety of pupils beyond the school setting. The school has made considerable progress in developing its curriculum, but further efforts are needed to implement a broader and richer curriculum across all subjects. Leaders should also enhance their use of data to identify behavior patterns that may lead to exclusions, ensuring that all pupils, including those with special educational needs and disadvantaged backgrounds, are supported in making ambitious choices for their education and future.
