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), 2(2)(h)  These independent school standards (the standards) were identified as unmet at the previous standard inspection in January 2025. At the progress monitoring inspection in July 2025, the inspector found that the school had started work to improve the curriculum, but this was not yet complete. The school had constructed an effective curriculum for the core subjects of English, mathematics and science, but the school’s work to develop the foundation curriculum was still in progress. As a result, in some foundation subjects, the intended learning was not organised in a sequenced way that enabled staff to identify what pupils needed to know next. Pupils did not experience a curriculum that was tailored to their needs. This meant they did not have the opportunity to make progress across the curriculum and so achieve well in all subjects.

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Main inspection findings

 The school proposed to address this by completing the review and redevelopment of the curriculum for all subjects. It proposed to provide staff with training on implementing the curriculum as intended with a focus on aspects such as understanding how to ensure the intended learning is clear to pupils and how to adapt the curriculum to meet pupils’ needs. The school intended to check on the impact of the training through a quality assurance programme.  Since the previous progress monitoring inspection, the school has acted with appropriate urgency and rigour to ensure the curriculum is sequenced and detailed in all subjects. Staff have benefited from training and there are systems in place to ensure that the intended learning is clearly recorded for teachers and pupils in each lesson. Pupils experience a coherent body of knowledge and skills. The school adapts planned learning based on what pupils have learned before and to meet pupils’ needs, including those

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Main inspection findings

with special educational needs and/or disabilities. Paragraphs 3 to 3(g)  At the previous progress monitoring inspection, implementation of the curriculum was not effective enough in all subjects, including some aspects of the reading curriculum. Teachers did not select teaching methods or resources that ensured pupils were engaged. Teachers did not always consider the reading ability of pupils when preparing resources. In some lessons, pupils missed opportunities to deepen their knowledge and develop learning independence. Learning objectives were not always made clear. As a result, pupils did not always understand what they were learning and why. The school did not have an effective assessment system in place for all foundation subjects. This meant that staff did not make effective checks on pupils’ learning consistently well to inform their teaching. Pupils completed tasks that were not adapted to their needs or

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Main inspection findings

prior learning. This meant that pupils were not learning as well as they could in all subjects.  The school proposed to address this by identifying the individual training needs of teaching and support staff. The school proposed to use this information to plan and deliver appropriate training, including through partnership work with other similar schools, to develop staff expertise. Leaders planned to support staff to adapt lessons to meet pupils’ specific needs and deliver learning effectively in a way that is relevant and engaging. The school also intended to check the quality of teaching through a timetable of regular monitoring, including student strategy meetings. These meetings ensure staff all have access to individualised information about pupil needs, including their reading ages and special educational needs, so this information can be considered when planning lessons.  Since the previous progress monitoring inspection, the school has improved the quality

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Main inspection findings

of teaching. It has provided staff with support to develop effective teaching strategies. Teachers plan lessons that engage pupils, meet their needs and build their knowledge in a logical way. Teachers make checks on what pupils know and use this information to adapt their teaching to meet the individual pupils’ needs. Pupils benefit from effective phonics teaching, where needed, and the school has raised the profile of reading. Pupils express a greater love of books, have access to high-quality, appropriate texts and visit the local library regularly. Pupils are enthusiastic about their learning and are typically ambitious for their future and next steps.  The school now meets all of the 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)(c)  The school’s safeguarding policy reflects the latest statutory guidance and is made available to parents and carers on request. The school continues to maintain a robust culture and approach to safeguarding. The school’s safeguarding arrangements are appropriate.  The school provides all staff with regular safeguarding information and updates, so they know and understand their responsibilities well. New staff undergo appropriate induction procedures and training in safeguarding before they start to work with pupils. This means that the school takes swift action if there are concerns, including working with families and external agencies if needed.  The requirements of these standards continue to be met. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(b)  At the previous progress monitoring inspection, the proprietor and school leaders had

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Main inspection findings

not ensured that the standards were consistently met. While there had been progress in some areas from the previous standard inspection changes were not consistently implemented across all subjects. The systems that the school had put in place to assess what pupils knew were not consistently embedded across all subject areas. Processes to check what needed improving were not fully established. Leaders were not ensuring that effective action was taken quickly enough to improve weaknesses.  The school planned to provide training for staff based on their individual needs, strengths and areas for improvement. This included developing links with other schools and external agencies to monitor compliance with the standards. The school planned to further develop assessment systems and information-sharing processes so that teachers have the information they need about pupils’ understanding and reading ages. This

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Main inspection findings

would equip staff with the information they need to deliver appropriately adapted lessons. The school intended to monitor the impact of this work on pupils’ engagement, learning and progress through a programme of quality assurance activities.  Since the previous monitoring inspection, the proprietor has acted with rigour and thoroughness to address the unmet standards. Staff have been supported to develop and improve the implementation of the curriculum in all subjects. School leaders monitor and evaluate the provision continuously, making necessary adjustments and sharing information with staff so that they understand how to meet the needs of pupils.  The school now meets all of the requirements of the standards in this part.

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Compliance with regulatory requirements

The school meets 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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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 – 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

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Part 1. Quality of education provided

 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 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;

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Part 1. Quality of education provided

– 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use 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.

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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

Dates 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 offers full-time education for key stage 2, key stage 3 and key stage 4 pupils.  The school currently operates from two sites. These are Meir Youth Café, 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.  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.

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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 evaluated to not comply with the standards.  This was the second progress monitoring inspection since the standard inspection in January 2025. The first progress monitoring inspection took place in July 2025.  Following the first progress monitoring inspection in July 2025, the Department for Education (DfE) required the school to prepare an action plan. This plan was statutory. Ofsted evaluated this action plan acceptable in November 2025. The DfE accepted the school’s action plan in November 2025.

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Information about this inspection

 The progress monitoring inspection took place without notice.  The inspection also considered the school’s safeguarding arrangements, including the school’s single central record of pre-employment checks and whether the school’s 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 and pupils.  The inspector scrutinised a range of documentation that related to the standards. She visited a number of lessons and spoke to pupils.

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Inspection team

Corinne Biddell, lead inspector His Majesty’s Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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