Christ the King Catholic Voluntary Academy, located in Alfreton, Derbyshire, has been evaluated as a good school following its inspection on November 15 and 16, 2022. The school provides a positive learning environment where pupils express a love for learning and feel safe and happy. The staff at the school work collaboratively, supporting one another in their efforts to improve educational outcomes for all students. The school’s mission, “to be the best we can be,” is embraced by both staff and pupils, contributing to a welcoming and inclusive atmosphere.
Pupils at Christ the King enjoy a variety of extracurricular activities, including sports clubs and community service projects, which enhance their educational experience. The school fosters strong relationships among pupils, with older students often assisting younger ones, particularly in reading. Instances of bullying are rare, and when they do occur, they are addressed promptly. Parents and carers express high levels of satisfaction with the school, appreciating the sense of community and support provided by the staff.
The curriculum at Christ the King is well-organized, ambitious, and sequenced effectively. Leaders have prioritized vocabulary development from the early years through to Year 6, enabling pupils to articulate their learning confidently. Teachers generally demonstrate strong subject knowledge and plan engaging activities that facilitate effective learning across various subjects. However, there are occasional lapses in subject knowledge among some teachers, which can hinder the learning process. Additionally, some planned activities do not always align perfectly with the intended learning outcomes.
Reading is a central focus of the curriculum, with pupils receiving a solid foundation in phonics from the early years. They describe reading as an adventure and show enthusiasm for their favorite authors. The school provides targeted support for pupils who struggle with reading, ensuring they have access to appropriate resources. Mathematics instruction is also well-structured, with teachers revisiting prior learning to reinforce understanding and address any gaps.
The school effectively supports disadvantaged pupils and those with special educational needs, ensuring they learn alongside their peers. Teachers provide necessary assistance, and pupils who speak English as an additional language make good progress. Regular assessments help teachers adapt the curriculum to meet the diverse needs of all students.
Pupils generally exhibit good behavior, showing courtesy towards one another. While there are occasional instances of low-level disruption, teachers manage these effectively, ensuring that learning remains uninterrupted. The school places a strong emphasis on personal development, with a well-planned curriculum that covers various aspects of life in modern Britain. However, some pupils struggle to recall information about different cultures and religions, which could impact their understanding of diversity.
Leaders are committed to enhancing pupils' social and emotional development, providing extensive support for families facing challenges. The school engages external partners to improve its approach to teaching equality. Senior leaders have established a clear vision for the school, fostering a positive culture among staff. Governors actively support and challenge school leaders, ensuring accountability in various aspects of school life.
The safeguarding arrangements at Christ the King are effective, with staff receiving thorough training to address local challenges. Leaders work collaboratively to identify and manage concerns, ensuring timely support for pupils and their families. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in ensuring consistent subject knowledge among teachers and enhancing pupils' understanding of cultural diversity.
