The King Alfred School

Inspection of The King Alfred School Lake Street, Lower Gornal, Dudley DY3 2AU

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Requires improvement

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils are happy and proud to attend the small and friendly King Alfred School. Staff know pupils very well. This helps pupils to feel safe when they are in school. They describe it as ‘one big family’. Older pupils routinely support, look out for and play alongside their younger peers. This creates a harmonious community.

p.2

What is it like to attend this school?

The school has high expectations for all pupils. It promotes quality literature as the bedrock on which the rest of the curriculum is formed. Despite being in classes that have different ages, pupils support each other well and work collaboratively. They produce work of a high standard in most subjects. During ‘recitations’, pupils share the knowledge that they have learned across many areas of the curriculum and proudly recall all that they know. However, some elements of the curriculum are not delivered in sufficient detail, which means pupils do not achieve as well as they should.

p.2

What is it like to attend this school?

Pupils’ behaviour is impeccable. They show positive attitudes in lessons and engage in the learning opportunities on offer. They are routinely polite, courteous and well mannered. The respect pupils show to each other and to staff is evident in all they say and do. The school is a calm environment in which to learn.

p.2

better?

Some aspects of the curriculum have been thoughtfully planned and sequenced. In these subjects, pupils build up their knowledge in a coherent and progressive way. However, not all subjects have been considered with the same level of detail. Some curriculum subjects do not have sufficient time allocated to them in order for pupils to develop an appropriate depth of understanding. This affects pupils’ ability to learn well and to make meaningful links, both within and across topics and subjects.

p.2

better?

In personal, social, health and economic (PSHE) education, pupils do not gain a sufficient understanding of particular aspects of the curriculum. The school does not teach some aspects of the statutory content. Vital topics around keeping safe, relationships and growing up in a modern world are not taught in a coherent way. Pupils cannot demonstrate their understanding as confidently about these areas of the curriculum as they can in others. This means that they are not as well prepared for life in modern Britain as they should be.

p.2

better?

Children get off to a great start with early reading. Almost all pupils read beyond the expected stage for their age. Books are well matched to pupils’ individual phonics ability. For the very small number of pupils who need a little extra support, they are identified quickly. The one-to-one sessions they receive, as well as extra opportunities to read to an adult, successfully support them to close any gaps and catch up quickly. Pupils are avid and prolific readers. At the time of this inspection, there were no pupils with special educational needs and/or disabilities on the school’s roll. 1 to 3 July 2025 Pupils are proud of their learning and rightly so. They produce work to a high standard in some subject areas. The school’s focus on handwriting is clear to see. This starts in the early years, where the focus on learning a consistent handwriting style paves the way for future success. This is followed by opportunities for pupils to

p.2

better?

write dictated sentences, using spellings and phonics knowledge they are secure with. This makes them well placed to be able to start composing sentences of their own as they progress through the school.

p.3

better?

Pupils behave well at all points of the day. They clearly articulate the ‘manner of the week’ and the ‘virtue of the week’. There are lots of resources to help them have an enjoyable playtime, and they do. Across the different groups, pupils interact positively together, regardless of age.

p.3

better?

The school provides some well-considered and varied experiences for pupils to develop their interests and talents. These include opportunities in performing arts, music, sports and public speaking. However, there are limited opportunities for pupils to experience and learn about different beliefs, cultures and religions. As a result of gaps in the PSHE curriculum, pupils could not talk confidently about drug or alcohol education that they had received.

p.3

better?

Pupils take part in charity events to raise money for causes that are close to their hearts. There are close links with the local church. There are no specific roles and responsibilities for individual pupils to undertake. This is because the school takes the view that all play a vital role and responsibility for their individual and collective successes.

p.3

better?

The proprietor oversees all aspects of the school’s work. They have not ensured that all of the independent school standards are met. At the time of the inspection, there were some of the independent school standards that would not have been met had the school not taken action to remedy these in addition to the wider standards not met. Staff feel supported and valued, and all are proud to call themselves a member of the King Alfred family.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There are occasions when the school does not record its response and next steps to address concerns raised by pupils carefully enough. There is also some misunderstanding among the staff around which external agencies should be contacted and when. Records and details of concerns are not stored in a way that allows for the school to build up a holistic picture about individual pupils. This affects how well the school knows when and how to follow up with a robust enough approach in this regard. However, despite these minor shortfalls, this does not leave pupils at risk of harm. 1 to 3 July 2025

p.3

Information for the school and proprietor

 The school does not record or respond to safeguarding incidents with appropriate rigour and timeliness. This includes seeking advice and support from external agencies. This means that the school’s safeguarding procedures are not as robust as they could be. The school should ensure that all disclosures raised by pupils are actioned proportionately, seeking advice from the right agencies in a timely and effective manner. The record of the school’s actions and chronology should be stored in an appropriate way.  The school does not ensure that pupils acquire a deep understanding of different religions and wider equality effectively enough. Consequently, pupils are not as well prepared for life in modern Britain. The school should ensure there is a sequenced, progressive and coherent PSHE curriculum that covers all aspects of the Equality Act 2010 to prepare pupils more fully for life in modern Britain.

p.4

Information for the school and proprietor

 In a number of subjects, leaders have not identified the precise knowledge pupils need to know and build upon over time. This means that pupils do not gain the depth of knowledge that they should across all subjects, particularly in PSHE. Leaders should ensure that the curriculum sets out what pupils need to learn and that this develops progressively for pupils of all ages and in all key stages.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 1 to 3 July 2025

p.4

School details

Unique reference number 148564 DfE registration number 332/6011

p.5

School details

Inspection number 10391807 Type of school Other Independent School

p.5

School details

Email address office@kingalfredschool.co.uk

p.5

School details

Dates of previous inspection 14 to 16 September 2022 1 to 3 July 2025

p.5

Information about this school

 The headteacher is new to his role and is being supported by the proprietor, who was the previous headteacher.  The school does not make use of any alternative provision.  This school does not have any pupils with special educational needs and/or disabilities.  The school provides a classical Christian education.

p.6

Information about this inspection

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

p.6

Information about this inspection

The school has failed to meet the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Information about this inspection

Inspections are a point-in-time evaluation about the quality of a school’s education provision.

p.6

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the proprietor, the headteacher and the head of teaching and learning. Inspectors also met with school staff and spoke to parents at the school gate.  The lead inspector made checks relating to the independent school standards, including checks on the school premises.  Inspectors carried out deep dives in these subjects: English, PSHE, Latin and art. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also talked to leaders about some other subjects and looked at pupils’ work in these

p.6

Information about this inspection

subjects.  Inspectors observed pupils’ behaviour in lessons and at different times of the day. They also spoke to pupils and staff about pupils’ behaviour.  The lead inspector reviewed a range of documents, including school policies.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 1 to 3 July 2025  The lead inspector considered responses to Ofsted Parent View. They also considered responses to the online staff surveys.

p.6

Inspection team

Keri Baylis, lead inspector His Majesty’s Inspector

p.7

Inspection team

Gareth Morgan His Majesty’s Inspector 1 to 3 July 2025

p.7

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

p.8

Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

p.8

Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e),

p.8

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; and – 34(1)(c) actively promote the well-being of pupils. 1 to 3 July 2025 to achieve 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

p.8

Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

p.9

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Part 8. Quality of leadership in and management of schools

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9