Kinetic Academy

School progress monitoring inspection report

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Kinetic Academy Meir Youth Cafe, Sandon Road, Meir, Stoke-on-Trent, Staffordshire ST3 7DJ

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(b)(i), 2(2)(h)  These independent school standards (the standards) were identified as unmet at the previous standard inspection in January 2025. Inspectors found that the school had not constructed a curriculum that identified what pupils should learn. The lack of curriculum guidance made it difficult for teachers to know what should be taught and when. Inspectors found that pupils did not experience a curriculum organised to meet their needs and did not achieve well.  In the action plan, the school proposed to review the curriculum and produce a new curriculum policy and documentation for each subject to ensure that teachers know what to teach and when.  The new curriculum policy is clear. Furthermore, the school has reviewed all areas of the curriculum since the previous inspection. It has identified where improvements need to be made so that intended learning can be implemented by staff. They have begun to

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Main inspection findings

make these improvements. Where a refined curriculum is in place, it is now clear what pupils should be learning. Staff agree that the new curriculum documents are useful and the consistency in them supports them in knowing what to teach and when.  This work has not been completed in all subjects. There are still areas in the curriculum for each of the three key stages where the school has not redeveloped the curriculum. This means, at times, the intended learning is not clear. Teachers and pupils are not clear if pupils have met the objectives and are unable to assess accurately how well pupils are learning. This means that new learning is not planned to build on what pupils already know. Pupils are not consistently benefiting from opportunities to learn more in some subjects. Paragraphs 3, 3(a) to 3(g)  These standards were identified as unmet at the previous standard inspection in January 2025. The curriculum was not implemented effectively, including for reading. Although

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Main inspection findings

the school had a procedure for assessing pupils’ needs and how well they progressed through the curriculum, it was not used consistently. The school was not ensuring that all lessons met the needs of pupils with special educational needs and/or disabilities (SEND).  Since the last inspection, leaders have followed their action plan, providing various training opportunities for all staff. The school provides staff with ongoing feedback and support. This is helping to improve the quality and consistency of how the curriculum is delivered. However, learning is not always delivered in a way that fosters pupils’ motivation and interests in their work. Activities and resources are not consistently well chosen to ensure that the learning is relevant and meaningful for pupils. There is more work to do to ensure that the curriculum is implemented consistently well across all areas.  The school has since worked effectively to make sure that pupils’ needs are identified.

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Main inspection findings

Leaders have designed new procedures for sharing and explaining pupils’ SEND needs. This enables staff to identify and understand pupils’ SEND needs sufficiently well. Staff agree they are now much clearer about pupils’ needs. The new SEND documents are very helpful in guiding them on how to ensure pupils’ work is adapted to meet their needs.  The school has introduced a phonics scheme to support pupils at an early stage of reading. All staff have been trained effectively, and they assess pupils’ reading ability accurately. Classrooms have helpful displays of the sounds the letters make, and there is an inviting book nook or library on each site. Pupils read regularly across the curriculum. The school has invested in new books and resources to support reading. Staff feel that improvements in reading have made a big impact on the school. As a result, pupils are now gaining the necessary skills and knowledge to become confident and fluent readers.

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Main inspection findings

 The school has developed improved assessment procedures so that teachers can identify when pupils are achieving the objectives in the curriculum. However, across subjects other than English and mathematics, the ongoing assessment of pupils’ knowledge is not as effective as it could be. There is still work to do, and the school plans to continue to develop further the whole-school approach to assessment so that it is more consistent.  The school continues to not meet all of the previously unmet requirements of the standards in this part.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7 to 7(b), 32(1), 32(c)  The school maintains a robust culture of safeguarding. The school’s safeguarding arrangements are appropriate.  The school’s safeguarding policy is made available to parents on request. The policy reflects the latest statutory guidance.  The school ensures that staff receive regular safeguarding training. This includes clear and appropriate induction procedures for new staff. Staff know and understand their responsibilities well. They have a secure knowledge of pupils’ backgrounds and context.  The school takes swift and appropriate actions when there are concerns about pupils’ welfare. It works with a range of external agencies, when needed, to support pupils and their families.  The requirements of these standards continue to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(b)  At the previous inspection, the school had not ensured that the standards were consistently met. The proprietor and those responsible for leading the school did not have an accurate understanding of the school’s strengths and weaknesses. The school did not have systems and processes to support leaders in checking what needed improving. This meant that the school did not consistently identify weaknesses and therefore was not taking effective action to improve weaknesses.  The school initially commissioned a school improvement partner who has since been appointed as the quality of education leader at the school. Leaders have developed a partnership with a number of other schools to provide improvement support.  The school has developed a robust system for monitoring the work of the school. Senior leaders have received training in how to check that the standards are met. This enables

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Main inspection findings

leaders to make regular checks on the quality of education. These checks are planned systematically. They help leaders gain an accurate view of what is going well and what needs to improve further. The school is taking action where it identifies that improvements are needed. Staff now benefit from and enjoy the chance to work with colleagues in other schools.  The school regularly reviews its progress and adapts the action plan and improvement plans accordingly. However, although there has been progress in improving the quality of education, there is still work to do to meet all the previously unmet standards.  The school continues to not meet the previously unmet requirements of the standards in this part.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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School details

Type of school Other independent special school

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School details

Email address director@kineticmail.co.uk

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School details

Date of previous standard inspection 21 to 23 January 2025

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Information about this school

 The school’s most recent standard inspection was in January 2025.  The school currently operates from two sites. These are Meir Youth Cafe, Sandon Road, Meir, Stoke-on-Trent, Staffordshire, ST3 7DJ and Core Building, Chelson Street, Longton, Stoke-on-Trent, Staffordshire, ST3 1PT. One site is for key stage 4 pupils and the other for key stage 2 and key stage 3 pupils.  The school provides education for pupils with social, emotional and mental health needs. All pupils have an education, health and care plan.  The school currently offers full-time education for key stage 2, key stage 3 and key stage 4 pupils.  Pupils are admitted to the school through local authorities, including Stoke City and Staffordshire.  The school does not have a religious denomination.  The school does not currently use alternative provision.  The current headteacher is also the proprietor. The previous headteacher was in post

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Information about this school

from September 2024 until February 2025.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  The school’s most recent standard inspection took place on 21 to 23 January 2025. At this inspection, the school was judged to not comply with the standards.  The Department for Education (DfE) required the school to prepare an action plan. This plan was statutory. Ofsted evaluated this action plan as acceptable April 2025. The DfE accepted the school’s action plan in May 2025.  This was the first progress monitoring inspection since the standard inspection in January 2025.  The progress monitoring inspection was conducted without notice.  The inspection also considered the school’s safeguarding arrangements, including the

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Information about this inspection

school’s single central record of pre-employment checks and whether the schools’ safeguarding policy is available to parents and carers. These requirements of the standards are met.  The inspector met with the proprietor, who is also the headteacher, and other school leaders, including the quality of education leader and the director of corporate services.  The inspector spoke with staff, including teaching and support staff.  The inspector scrutinised a range of documentation, including that related to the standards and the curriculum. She visited a number of lessons and spoke to pupils.

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Inspection team

Corinne Biddell, lead inspector His Majesty’s Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub- paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(h) that all pupils have the opportunity to learn and make progress; and  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative

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Part 1. Quality of education provided

effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Part 8. Quality of leadership in and management of schools

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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Part 8. Quality of leadership in and management of schools

excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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