Christ The King Catholic School, Amesbury

Christ The King Catholic School, Amesbury

Address: Earls Court Road, Amesbury, Amesbury, Wiltshire, SP4 7LX Unique reference number (URN): 149672

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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.

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Attendance and behaviour Expected standard

Pupils' attendance is improving. Although overall attendance remains lower than the national figure, attendance, including for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, is improving steadily. Leaders provide support for pupils and families when pupils do not attend school regularly. Leaders use a wide range of effective strategies, including working closely with outside agencies, to address poor attendance.

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Attendance and behaviour Expected standard

Leaders have successfully established a safe and calm environment where pupils can learn. Pupils in the specially resourced provision for pupils with SEND benefit from additional support to ensure that they engage well with the learning activities. Leaders have introduced a consistent approach to managing behaviour that ensures pupils get the support they need. Pupils appreciate the changes to how behaviour is managed. Pupils say the school is a kind place.

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Attendance and behaviour Expected standard

Most pupils enjoy their lessons. They typically behave well. Pupils listen carefully to teachers and focus on learning. Staff respond sensitively to pupils’ individual needs within lessons so that behaviour does not distract others from their learning.

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Early years Expected standard

Children in the early years are well prepared for the next stage in their education. The well- organised early years classroom provides children with a calm environment where they enjoy learning. Staff provide a wide range of carefully thought-out activities that develop children's skills and understanding in all areas of learning. The outside area has recently been improved to ensure that children can access a range of activities. This means that children’s physical development is particularly well supported. Children enjoy these activities, whether washing their bikes or making their own story books.

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Early years Expected standard

There is a strong focus on foundational knowledge in reading, writing and mathematics. Children, including those in the resource base, get the experiences they need to develop their language and enjoy stories. Very effective teaching of phonics is in place for those children who are ready. Teachers have secure subject knowledge and very positive relationships with children. This means that children are taught well and enjoy their learning in these key areas.

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Early years Expected standard

Leaders have rightly identified the need to develop the quality of interactions between staff and children, including those in the specially resourced provision for pupils with special educational needs and/or disabilities. Leaders' work has got off to a positive start with staff training and improved activities for children.

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Inclusion Expected standard

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders have improved the support that pupils with SEND receive so that it is effective and meets their needs. Pupils with additional needs benefit from appropriate levels of support. Leaders ensure that pupils in the specially resourced provision for pupils with SEND, and those with SEND in the mainstream school, are well supported to make progress towards their individual targets. Leaders' actions have resulted in pupils receiving increasingly consistent and effective support in lessons.

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Inclusion Expected standard

The school continually seeks ways to make it easier for pupils to learn and thrive at school. Leaders accurately identify pupils’ needs. They use this information to put in place the support needed to overcome barriers to learning. This is exemplified by the school's strategy to provide support to pupils to start the school day positively. Leaders have regularly reviewed and developed strategies to ensure that they meet the needs of those pupils who need them.

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Inclusion Expected standard

Leaders take an effective approach to supporting disadvantaged pupils. A straightforward strategy is in place that is based on a thorough understanding of these pupils’ needs. The focus on improving attendance and the quality of teaching is leading to improved outcomes for pupils.

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Leadership and governance Expected standard

Leaders, including those in the academy trust, are committed to improving the school. Actions taken since the school became an academy demonstrate the ambition and determination of all leaders to improve the quality of education for all pupils. Staff speak very highly of the changes in the school. Staff appreciate the training they have received and the support they receive from leaders. Staff say that they are given the time they need to embed new ways of working.

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Leadership and governance Expected standard

The trust and local governing body help the school to identify the right priorities and closely monitor the impact of any improvements. As a result of this, the school is improving. For example, pupils’ attendance rates have increased and their behaviour has improved.

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Leadership and governance Expected standard

The school provides effective support for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Leaders' recent improvements to the support for pupils with SEND mean that pupils' needs are well met. Additional funding to support disadvantaged pupils is successfully used to meet their needs. The effectiveness of actions such as these is closely monitored by governors and the trust. Leaders have developed strong relationships with parents and carers. Working together, the school keeps pupils safe and well looked after.

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Personal development and wellbeing Expected standard

Leaders have developed a comprehensive approach to supporting pupils’ personal development. The school provides a wide range of activities that unify all aspects of pupils' development under the school’s Catholic character. Leaders provide a thorough package of pastoral support that enhances these activities. Pupils benefit from timely and responsive support. This includes opportunities to talk to a trusted adult or to enjoy time with the school’s support dog. Pupils are well supported to develop and grow as individuals.

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Needs attention

The school’s values of love, stewardship, resilience, forgiveness, respect and curiosity are central to all aspects of the personal development programme. Pupils learn how to keep themselves safe in their everyday lives, including online. Leaders have ensured that topics such as consent are carefully designed so that pupils develop an age-appropriate understanding of relationships as they progress through the school. As a consequence of these actions, pupils are increasingly well prepared for secondary school and wider life.

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Needs attention

The school helps pupils build self-awareness and confidence, preparing them for life in modern Britain. Pupils develop an acute understanding of the need to treat everyone well and respect people's differences. They have a developing understanding of topics such as democracy and the rule of law. Pupils enjoy learning about the beliefs of others. Although much of this learning is secure, there is ongoing work to ensure that all pupils develop a consistently detailed understanding. Pupils enjoy opportunities to represent their class and school.

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Achievement Needs attention

The school’s published outcomes are significantly below the national average. However, across the school, pupils’ learning and achievement are improving. This is because leaders’ actions to strengthen teaching and the support that pupils receive are resulting in pupils developing an increasingly secure understanding of the curriculum. While this is the case for most pupils across the school, there remains work to do to ensure that pupils are consistently suitably prepared for the next stage of their education.

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Achievement Needs attention

Leaders’ actions to improve the curriculum and the way that lessons are taught are making it easier for pupils to learn and remember important information. This is helping many pupils to learn the core content of the school’s curriculum and build knowledge across subjects. This can be seen in the secure knowledge younger pupils have of phonics. However, some older pupils do not learn as well as they could. This is because they have gaps in their basic knowledge of English and mathematics. This hinders their achievement.

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Curriculum and teaching Needs attention

The school does not consistently provide pupils with the opportunities they need to develop their skills in speaking and listening. Consequently, some pupils find it difficult to communicate with others and discuss their learning. Some older pupils in the school have gaps in their basic knowledge. Although leaders know about these gaps, the support pupils receive is not consistently applied in all lessons. For example, the high expectations of handwriting seen in English lessons are not applied when pupils write in other subjects. This makes it difficult for pupils to learn and remember this vital knowledge.

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Curriculum and teaching Needs attention

Leaders have established a clear focus on making sure that all pupils learn the basic skills of reading, writing and mathematics. They have implemented a carefully thought-out curriculum. This ensures that younger pupils develop a secure understanding of the knowledge and skills they need to progress. Leaders have an accurate and well-informed understanding of the quality of the curriculum and teaching across the school. They recognise that more needs to be done to ensure that pupils across the school consistently benefit from leaders’ high expectations. Leaders have ensured that staff receive regular training to develop their teaching. This includes ensuring there are regular opportunities in lessons for teachers to check what pupils know and understand. This approach is helping to address weaknesses in pupils’ knowledge. It is leading increasingly to more secure learning for many pupils.

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

Christ the King Catholic School is a well-ordered school where staff care for and support children to behave well and enjoy learning. Pupils have benefited from thoughtful changes made to the school. This has improved the education for pupils, including those in the specially resourced provision for pupils with special educational needs and/or disabilities.

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

Leaders have made improvements to the curriculum and teaching, but these have not yet had an impact for all pupils. Pupils do not learn as effectively as they could. Some older pupils in the school have gaps in their basic knowledge. As a result, pupils do not achieve as well as they could.

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

Older pupils recognise that behaviour has improved. Bullying is rare and pupils are confident that staff will deal with any concerns that they have. Older pupils enjoy acting as role models for younger pupils. Pupils say that their peers are mostly kind and thoughtful. Pupils get on well together. They appreciate the different ways the school supports their mental health and wellbeing. They say that the school is a happy place. As a result, they feel safe at school.

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

Pupils enjoy participating in enrichment activities, local events and fundraising activities. Pupils understand how people are different and they appreciate those differences. They are highly attuned to the need to be respectful of different faiths, beliefs and the range of people’s characteristics protected by law. Pupils are confident that the school is a fair and equal environment. They say that discrimination does not happen, nor would it be tolerated in the school.

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Next steps

The school should ensure that misconceptions and errors in pupils' foundational knowledge are quickly identified and addressed to deepen pupils' learning. Leaders should raise pupils' achievement by continuing their work to ensure that highly effective teaching that precisely meets pupils' individual needs is embedded across the school. Leaders should ensure that pupils across the school benefit from high-quality interactions in order to enhance their language and communication skills.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is is part of the Dunstan Catholic Educational Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Helen Taylor, and overseen by a board of trustees, chaired by Catherine Christie.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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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

During the inspection, inspectors spoke with the headteacher and other school staff, members of the trust, the chair of the local governing body and a representative from the Clifton Catholic diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Catholic religious character. The most recent section 48 inspection on behalf of the Diocese of Clifton took place in September 2022.

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About this inspection

The school includes provision for 24 pupils in a specially resourced provision for pupils with communication and interaction needs.

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About this inspection

The school makes use of 2 registered alternative provisions.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 33% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 56% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 5.8% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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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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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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