King of Kings

King of Kings

Address: Derby Road, Salford, M6 5YD Unique reference number (URN): 105596

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

Pupils achieve well because the school builds secure foundations from the earliest stages. Typically, pre ‑ school children follow a programme that gives them essential early knowledge, and pupils learn to read fluently as they progress through the early years. As pupils move through the school, they develop the accuracy and fluency they need in reading, spelling, handwriting and number facts so they can access the whole curriculum.

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Achievement Expected standard

Staff identify gaps quickly and provide suitable support, enabling pupils with special educational needs and/or disabilities and others with gaps in their prior learning, to make appropriate progress from their starting points. Older pupils learn how to study, check their work and correct mistakes. This helps them catch up when needed. Students in the senior phase debate confidently and complete appropriate qualifications. Many go on to university, with some progressing to postgraduate study. Pupils leave the school with the knowledge, skills and confidence they need for their next steps.

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Attendance and behaviour Expected standard

The school’s work to secure positive attendance has a clear impact. Pupils enjoy coming to school and parents understand how important regular attendance is. Attendance information is checked closely and shared with governors so that any concerns are spotted early. No pupil is persistently absent and no groups cause concern. When absence does occur, the school follows appropriate procedures and responds quickly. Pupils want to be in school and parents value the education their child receives. As a result, attendance remains high.

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Attendance and behaviour Expected standard

The school creates a calm, respectful and positive environment, where pupils behave well and feel safe. Around school, pupils are polite, open doors for others and show kindness. In lessons, attitudes to learning are positive and pupils support one another to learn at their own pace. Bullying is not tolerated. Negative behaviour is rare and any misunderstandings are dealt with quickly through character and personal development education. Staff typically apply behaviour policies, using clear rewards and consequences. Adjustments are made for pupils with special educational needs and/or disabilities. There is effective communication between staff, parents and carers, governors and the proprietor. The school promotes pupils’ wellbeing effectively.

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Curriculum and teaching Expected standard

The school provides a well-designed curriculum from the early years through to post ‑ 16. Leaders set out the knowledge pupils need to learn over time and identify clear end points for each subject. This structure takes account of pupils’ starting points and ensures learning builds securely between phases. Pupils regularly revisit previous learning to secure the basics. Subject ‑ specific vocabulary is woven through the curriculum so pupils develop the language they need to access increasingly complex content. However, the range of reading books for pupils to choose from in the pre-school and primary phase does not fully reflect the diversity and cultural backgrounds of pupils. Teaching reflects a secure understanding of how pupils learn. Staff use a blend of direct teaching and self ‑ study to develop pupils’ independence and prepare them well for future study. Teachers have fluent subject knowledge, including advanced qualifications in several

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Curriculum and teaching Expected standard

subjects. This expertise is evident in the clear explanations and modelling that pupils receive, including in specialist areas, such as biochemistry and computing. Staff secure foundational knowledge in reading, writing and mathematics, ensuring pupils develop fluent handwriting, rich vocabulary and confident number skills. Teachers know pupils well and adapt teaching appropriately, including for those with special educational needs and/or disabilities and those who join the school with significant gaps in their learning. Assessment is used effectively to identify what pupils know and address misconceptions they may have developed.

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Early years Expected standard

Children in the early years settle quickly, are well cared for and form warm, positive relationships with staff and with one another. They arrive happy, eager to learn and engage with activities for sustained periods of time. Almost all children demonstrate concentration, determination and resilience, when taking on new learning. Staff use high ‑ quality interactions to extend language and vocabulary throughout the day. Every opportunity is taken to model rich talk, helping children communicate their needs and feelings confidently. This contributes to a calm, considerate environment.

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Early years Expected standard

The curriculum is clearly designed and rooted in the 7 areas of learning. Staff know each child’s starting point and design learning that matches their age and stage. Children build secure early knowledge in communication, language, phonics and early reading. Reading is prioritised, and children in the Reception class use their phonics knowledge to read accurately and with growing fluency. Staff identify gaps quickly and teach to close these so children are ready for their next steps. This makes for an effective transition into Year 1.

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Early years Expected standard

Leaders have strengthened the provision considerably since the previous monitoring inspection. They have rightly prioritised staff training and worked with parents and carers to support children’s ongoing development. Leaders recognise the next steps for this provision is to give children further opportunities to develop their gross motor skills and physical confidence.

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Inclusion Expected standard

The school identifies pupils’ needs quickly and accurately. Staff use tools such as screening and diagnostic tests when pupils join. This helps them understand each pupil’s starting point. This includes pupils with special educational needs and/or disabilities and those who speak English as an additional language. The school knows exactly what each pupil needs to learn next.

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Inclusion Expected standard

Staff have high expectations and want every pupil to succeed. Typically, they use an effective approach to assess pupils' needs, review their progress and adapt support when needed. Adjustments include changes to seating, one-to-one teaching and medical arrangements, which help pupils learn well and feel secure. The school reduces barriers to learning through thoughtful support and strong relationships with families. Staff work closely with parents and carers to share information and agree strategies that help pupils flourish, both academically and emotionally.

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Inclusion Expected standard

The school also seeks advice from health and education professionals and uses this guidance to set precise targets. Documentation is detailed and gives a full picture of each pupil’s strengths and needs, including those related to attendance, stamina and social communication.

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Inclusion Expected standard

Staff training supports practice across the school. The school does not use alternative provision and currently has no pupils known to social care, but staff understand their responsibilities should this change.

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Leadership and governance Expected standard

The school shows a commitment to meeting the independent school standards (the standards) and to giving pupils the best possible education. The proprietor is active in the life of the school and takes decisions that put pupils’ needs first.

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Leadership and governance Expected standard

The school knows its strengths well and has clear priorities for improvement. Leaders monitor pupils’ progress closely and understand the barriers faced by pupils with special educational needs and/or disabilities or those who have experienced a disrupted education. Staff use individualised approaches that help pupils catch up and succeed. The curriculum is well established, and staff draw on considerable expertise to ensure it is taught well in the main.

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Leadership and governance Expected standard

Governance is effective. Those responsible for governance meet regularly, check compliance with the standards and hold the school and leaders to account. They review safeguarding and monitor resources carefully. They bring relevant expertise and maintain independence in their oversight. The school's wider network provides external challenge, training and professional development for staff, which supports sustained improvement.

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Leadership and governance Expected standard

The school takes staff wellbeing seriously. Leaders manage workload carefully. Communication is open and staff feel valued and supported. The school's inclusive culture ensures that decisions consistently support pupils’ welfare, learning and long ‑ term success.

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Personal development and wellbeing Expected standard

The school places pupils’ personal development and wellbeing at the centre of its work. Pupils learn to reflect on their beliefs, understand right and wrong and think about how their actions affect others. Character education runs through daily life. Assemblies, the 'word of the week' and stories help pupils to explore themes, such as kindness, resilience and responsibility. Pupils talk about these ideas and use them to guide their behaviour. Older pupils support younger ones with reading, play and schoolwork, which builds cooperation and social confidence across age groups.

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Personal development and wellbeing Expected standard

The school provides a well-thought-through programme for personal development. Pupils learn about healthy relationships, consent, appropriate touch and how to stay safe online and offline. Sensitive topics such as puberty are taught in age-appropriate ways, often in separate groups to help pupils feel comfortable. Pupils learn there are different families and relationships in modern Britain. The school promotes an environment, where pupils feel able to be open about who they are.

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Personal development and wellbeing Expected standard

Typically, pupils enjoy a wide range of creative, cultural and sporting opportunities. Trips to art galleries, science events, outdoor activities and the European Student Convention broaden their experiences and help them discover new interests. Music and sport also play an important role in developing pupils’ talents with many pupils achieving high grades in a musical instrument.

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Personal development and wellbeing Expected standard

Careers education is effective. Pupils receive early guidance, meaningful work experience and visits to universities. Post-16 students receive tailored support with applications and personal statements. Pupils with special educational needs and/or disabilities benefit from the same opportunities, with support adapted to their needs.

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Personal development and wellbeing Expected standard

Pupils leave the school well prepared for adulthood. They understand themselves, contribute positively to society and move on to further education, training or employment.

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Post 16 provision Expected standard

The school provides post ‑ 16 programmes of study that build on what students have already learned and reflect the needs of the school community. The curriculum is ambitious, thoughtfully sequenced and adapted so it suits different learners. Staff use assessment to identify what students know and what they need next, and they adjust teaching accordingly. Students’ work shows that they learn well and gain the knowledge and skills expected for their age. Their attainment and progress in tests and examinations reflect this. Students with special educational needs and/or disabilities receive the support they need to make progress from their starting points. They take part fully in the curriculum and wider opportunities the school offers to them.

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Post 16 provision Expected standard

Students develop clear ambitions for the future and feel ready for their next steps in education, employment or training. They receive age ‑ appropriate careers education, information, advice and guidance, including meaningful encounters with employers and opportunities for work ‑ related learning. Relationships and sex education is taught at an appropriate level and supports students’ wider personal development. Students benefit from wider opportunities and non ‑ qualification activities that enrich their experience and support their wellbeing. As a result, post ‑ 16 students achieve well and move on with confidence to their chosen destinations.

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What it's like to be a pupil at this school

King of Kings is a close, caring community, where pupils are known as individuals. They build warm, trusting relationships with staff, who understand their strengths and needs. This sense of belonging helps pupils, including those in the pre-school, to settle quickly. Pupils behave kindly towards one another and understand the importance of forgiveness, responsibility and respect. Students in the post-16 phase enjoy working with younger members of the school. This strengthens the school’s family feel and helps pupils learn to value differences. Pupils arrive each day ready to learn. They are safe, supported and encouraged to do their best. Staff set clear expectations, and pupils respond with calm, respectful behaviour that helps everyone focus. If an issue were to arise, including any unkind behaviour or bullying, staff act quickly so pupils feel protected. Pupils know adults take their concerns seriously.

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What it's like to be a pupil at this school

Pupils rarely miss a day. They want to be in school and they feel positive about the progress they make through the curriculum. Pupils enjoy their learning because it is personal to them. They move through their work at a pace that helps them to build a secure understanding, regardless of any barriers to their learning. Pupils take pride in their achievements, whether mastering new skills or preparing for wider opportunities, such as the European Student Convention. This is a chance for pupils to showcase their talents in art, music, sport and academic challenges. These experiences help pupils to see what they can achieve and inspires them to aim high.

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What it's like to be a pupil at this school

Pupils thrive because the school helps them grow into confident, thoughtful young people, who are ready for life in modern Britain. They learn about the wider world, how to treat others with respect and how to make positive choices. Pupils take part in activities that build character, such as performances, community events and leadership roles. These opportunities help them to develop confidence, independence and resilience. By the time they leave, pupils understand the positive impact they can make in the world.

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Next steps

Leaders should broaden the range of reading books on offer to pupils so that they reflect the diversity and cultural backgrounds of the school community and the wider world. This will ensure that the reading materials available match the needs and experiences of all pupils and sit alongside the core reading resources already in place. In the early years, leaders should increase the planned opportunities for children to practise and secure the fundamental physical skills of running, jumping, balancing, agility, throwing and catching. This will ensure that children develop the full range of early movement skills expected for their age and are physically well prepared for the next stage of their learning.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with leaders, the proprietor and governors during the inspection. They also spoke with a representative of the local authority. This school is registered as having a Christian religious character.

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About this inspection

The school currently does not make use of alternative provision.

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About this inspection

The school operates from St Luke's Parish Hall, Derby Road, Salford M6 5YD. The school also, under the same registration, runs a pre-school and post-16 provision on the same site. This was in existence at the previous inspection.

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About this inspection

The school’s progress in meeting previously failed independent school standards:

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About this inspection

During the inspection, we checked whether the school now meets the independent school standards that it was judged to have failed at its previous progress monitoring inspection on 11 June 2025. The outcome of this part of the inspection is that the school now meets the previously failed standards.

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About this inspection

At the time of the previous progress monitoring inspection in June 2025, leaders failed to provide an adequate standard of education for children within the early years provision. Since this time, the proprietor and leaders have overhauled the curriculum for the early years. They have prioritised staff training and sought external support for the implementation of this. The positive impact of this work is reflected in the early years section of the report card, where the school have been graded at the expected standard.

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About this inspection

The school now meets the following standards: Part 1. Quality of education provided Paragraphs 2, 2(1), 2(1)(a), 2(2), 2(2)(f) Statutory requirements of the Early Years Foundation Stage: Requirements 1.18, 3.81

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About this inspection

There were concerns at the last progress monitoring report with regards to the lack of record keeping for safeguarding concerns. However, since then leaders have worked alongside professionals from the safeguarding team at the local authority to ensure systems and processes are robust and keep pupils safe. Staff have undertaken a significant amount of training linked to the safeguarding of pupils, including how to record incidents and track wider concerns. Leaders regularly report and discuss safeguarding as a standing agenda item and report to governors termly. As a result, safeguarding is fully met. This is reflected in the safeguarding section of the report card.

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About this inspection

The school now meets the following standards: Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 32(1)(c)

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About this inspection

At the previous monitoring report, Part 8 of the ISS was not met due to failures with the early years and safeguarding recording. These aspects have been rectified and the proprietor and governors have a solid understanding of the requirements under these areas and have made significant progress since the previous visit. As a result of swift action taken by the proprietor and leaders, Part 8 of the independent school standards are met. Further exemplification is given in the leadership and governance section of the report card.

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About this inspection

The school now meets the following standards: Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)

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Independent school standards

Independent school standards are either met or not met for each category. The name of the proprietor is Dr Philip Lewis. The fees currently charged are £5000. The school's email address is info@kingofkingsschool.org.uk.

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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1

7. Manner in which complaints are handled Standards met

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1

8. Quality of leadership in and management of schools Standards met

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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