Kingsmead School

Kingsmead School

Address: 196 Southbury Road, Enfield, EN1 1YQ Unique reference number (URN): 136327

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Leaders, including governors and trustees, have not ensured sufficient oversight of all aspects of the school's work to safeguard pupils. The school has not ensured that all required pre-employment checks and vetting are complete for some staff employed at the school. The school's single central record of these checks contains significant gaps. These weaknesses pose potential risks to pupils. Leaders and trustees have only recently begun to understand the scale of the gaps. They have been too slow when taking action to ensure that all staff at the school are safe to work with children. They have not sought sufficient support to ensure gaps in safeguarding are quickly remedied.

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Safeguarding standards not met

Leaders ensure that policies and procedures for the management of safeguarding concerns relating to individual pupils are robust and well communicated to all staff. They train staff to identify when pupils may be at risk of harm. Leaders responsible for safeguarding work well with local outside agencies to support any vulnerable pupils and their families. Pupils learn how to stay safe, including online.

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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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This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Achievement Expected standard

Pupils develop secure knowledge and skills as they progress through the curriculum. Achievement in national tests and examinations, such as GCSEs, has been consistently close to national averages over time. Most pupils achieve well from their starting points and develop the knowledge they need to succeed. Typically, they write with accuracy. Targeted support means that those pupils who are at the early stages of reading catch up quickly. In particular, disadvantaged pupils make notable gains in English examinations above their national peers. Pupils with special educational needs and/or disabilities (SEND) are successful alongside their peers.

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Achievement Expected standard

In the sixth form, most students study A-level qualifications. While students' attainment measures are not at national levels, they make steady progress over time, in line with students nationally. This ensures they are well prepared for their next steps. Sixth-form students are suitably equipped for university, training and a wide range of career paths.

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Curriculum and teaching Expected standard

Pupils benefit from a broad and balanced curriculum. Across different subjects, the curriculum is sequenced so that pupils build their learning over time. Leaders have an accurate picture of the quality of the curriculum and have clear plans to further improve the standard of teaching. For example, recently introduced teacher strategies to develop pupils' oracy and literacy have been successful in supporting pupils to use more advanced vocabulary.

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Curriculum and teaching Expected standard

Teachers are generally subject experts, particularly in the sixth form. They explain new concepts with clarity and break down complex ideas into smaller parts. Teachers use targeted questions to promote pupils recall and to check for understanding. This helps pupils to learn more and remember more over time.

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Curriculum and teaching Expected standard

Leaders routinely identify pupils who may need to strengthen their basic knowledge in mathematics and English. They put programmes in place to support those pupils, who are at the earliest stages of reading. For some pupils, teachers do not address weakness in handwriting, spelling and grammar sufficiently. Staff receive training and guidance to use effective strategies to support pupils with special educational needs and/or disabilities (SEND) to access the curriculum. Although some aspects of pupil support is not consistently acted on in the classroom, pupils with SEND typically receive the support they need to be successful in learning.

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Inclusion Expected standard

Leaders have created an inclusive culture, which prioritises support for the pupils that need it most. Staff work closely with feeder primary schools to gain suitable information about the needs of vulnerable pupils and pupils with special educational needs and/or disabilities (SEND) when they join the school. They work hard to understand the barriers that pupils face to their learning and wellbeing, identifying pupils' needs early and accurately. Leaders seek appropriate support for pupils from expert external professionals when needed. This includes individual therapies to support pupils with SEND and working with the virtual school to support vulnerable pupils known to children's social care. Overall, this support has a positive impact on pupils' learning and wellbeing.

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Inclusion Expected standard

Leaders have a clear strategy for spending additional funding for disadvantaged pupils. They have identified some widening gaps in the achievement of disadvantaged pupils and are taking appropriate actions. A recent focus by teachers to ensure pupils participate successfully in lessons and articulate their learning is having a positive impact to narrow these gaps. When pupils are in alternative provision, leaders work closely with providers to ensure they are making progress. Although some procedures to correctly record pupils' attendance and commission alternative provision are not consistently robust, the provision is typically in pupils’ best interests.

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Personal development and wellbeing Expected standard

Leaders have created a purposeful personal development and wellbeing curriculum that reinforces the school’s aim to prepare pupils for adult life. The school's ‘readiness curriculum’ equips pupils with the skills needed to have full and active lives. Pupils learn topics such as personal and online safety and how to have a healthy lifestyle. They are taught about matters of consent and the importance of tolerance and kindness. Pupils talk maturely and confidently about these topics. Pupils understand the principles of fundamental British values, such as tolerance, and why these are important in society. Some more targeted work has seen a reduction in older pupils using derogatory language.

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Personal development and wellbeing Expected standard

Pupils access well-considered care for their wellbeing. Staff develop trusting relationships with pupils and provide effective support when they ask for it. Leaders ensure that disadvantaged pupils are well supported with a carefully designed programme to meet their needs. For example, the life skills programme includes activities, such as learning to swim, cycle and to do simple DIY. These activities help pupils develop skills they may lack.

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Personal development and wellbeing Expected standard

Pupils receive clear careers guidance and work experience preparation. All pupils in Year 10 and Year 12 complete work experience placements. They attend workshops and have health and safety training to ensure pupils are well prepared for the workplace. Leaders ensure that disadvantaged pupils and those with special educational needs and/or disabilities participate fully. Careers preparation begins from the start of Year 7. Younger pupils take it in turns to work in the main school reception. They deliver urgent messages around the school and complete other administration activities. Pupils enjoy these opportunities and develop important workplace skills.

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Post 16 provision Expected standard

Leaders have a clear understanding of the quality of the post-16 study programmes. They provide a broad range of student experiences alongside academic study. For example, the 'United Nations Club' provides pupils with the opportunity to debate ethical issues, such as climate change and global security. These activities help students to develop more sophisticated social skills, when resolving conflict. Activity uptake is more popular with students in Year 12. Leaders know that a more focused group of activities around leadership and mentoring would encourage more older students to attend.

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Post 16 provision Expected standard

Teaching is generally effective. Teachers have expert subject knowledge. Where teaching is most precise, teachers explain complex ideas clearly and pinpoint guidance to help students demonstrate their understanding. This supports increasing numbers of students to achieve the highest grades at the end of their studies. Students with special educational needs and/or disabilities receive effective additional support to enable their success in the sixth form.

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Urgent improvement

Students study a 'readiness curriculum' that includes careers guidance and information to help them make the right choices. The school provides a welcoming space for students to study and they use this well. Students experience a range of opportunities to learn about the different pathways and careers available to them.

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Attendance and behaviour Needs attention

Overall, pupils enjoy coming to school and attend well. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) typically have attendance in line with or higher than their peers nationally. Leaders foster a strong sense of belonging for all pupils. There is evidence of the school working well with parents and pupils to improve attendance over time, including reducing instances of persistent absence and severe absence. Until recently, codes to record pupils' attendance were not being used correctly. Largely, these errors are now corrected. However, codes and procedures for monitoring the attendance of pupils attending alternative provision are not fully in line with published guidance. The procedures to confirm the ongoing education provision of pupils leaving the school roll are not currently robust enough.

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Attendance and behaviour Needs attention

Around the school and in class, behaviour is generally positive. Disruptions to learning are minimal. Pupils are courteous and follow instructions well. However, some pupils report issues of bullying, use of discriminatory language and intolerance towards those with protected characteristics, such as race, religion and sexual orientation. Some pupils are not confident that this would be addressed by staff. Leaders know of these issues and are addressing them through the personal development programme. This is having a positive impact, especially for older pupils.

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Leadership and governance Urgent improvement

In recent months, some aspects of the school's work have been found to not meet statutory requirements. The work of leaders, including governors and trustees, to rectify issues has not progressed with enough urgency. Leaders have not demonstrated the ability or capacity to swiftly address these serious concerns. These issues have led to serious breaches in trustees' statutory duties to keep pupils safe.

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Leadership and governance Urgent improvement

There is a lack of sufficient oversight and challenge from leaders and those responsible for governance in some aspects of the school's work. This includes safeguarding, attendance, the use of alternative provision and the procedures for taking pupils off the school roll. Due to the immediacy of work needed to secure key improvements, governors and trustees do not have the capacity to begin the necessary work to strengthen how they check the robustness of leaders' actions. Leaders at all levels show a clear commitment to school improvement. They have a clear understanding of the school's wider areas of strength and areas for development. They demonstrate the appropriate knowledge to lead and manage the daily running of the school. Leaders have high expectations for pupils' learning, conduct, personal development and wellbeing. They promote an inclusive culture. Leaders have the confidence of governors and

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Leadership and governance Urgent improvement

Staff are proud to work at the school. There is a clear programme for professional learning that has a positive impact in the classroom. Teachers at the early stages of their careers and trainee teachers are very positive about the support their receive. Clear communication from the school keeps parents and carers informed about the learning and wellbeing of their children.

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

Pupils' welfare has not been sufficiently managed because the required pre-employment checks and vetting of new staff do not meet statutory requirements. Until recently, governors, trustees and leaders have taken too much information on trust. They have not overseen key aspects of the school's work, including some aspects of safeguarding. This means that pupils may not have been kept safe.

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

Pupils typically enjoy learning at Kingsmead School. They attend school regularly and benefit from an ambitious and well-thought-out curriculum. Consequently, pupils learn and achieve in line with their peers nationally. They learn the important knowledge they need for the next stage of their education. Staff know pupils well, including students in the sixth form. Teachers understand the needs of pupils with special educational needs and/or disabilities and ensure these pupils receive the support they need. Some of the school's procedures to manage matters around attendance, such as the use of alternative provision and taking pupils off the school roll, do not follow guidance.

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

Pupils are part of a diverse community. They learn about the importance of being respectful of difference. However, some pupils do not recognise the negative impact of the derogatory or discriminatory language they use. The school gives pupils ample opportunities to develop their sense of belonging. When pupils join the school, they work together to create a clay figure, which is displayed in the school as a happy reminder that they are included in the life of the school. Around school and in class, pupils typically behave well and are responsive to instructions.

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

Pupils take part in a wide range of extracurricular activities that re-enforce the school’s work to develop their character and confidence. The 'readiness curriculum' teaches pupils the skills needed to be successful in adult life. All pupils develop their interests in music by learning to play the violin and the keyboard.

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Next steps

Leaders must ensure that the correct statutory pre-employment checks and vetting are always carried out and recorded before new staff are employed at the school. Governors and trustees must ensure that there is a robust process to oversee all policy and practice that keeps children safe in school. Governors and trustees must strengthen systems to evaluate leaders' actions and make sure that these are having a meaningful and measurable impact. Leaders should ensure that they accurately monitor and record the attendance of all pupils, including those being educated off site. They should ensure that processes to remove pupils from the school roll are robust and follow specified guidance. Leaders should ensure that pupils have a thorough understanding of the harm caused by bullying and the use of derogatory and discriminatory language. Leaders should ensure that teachers consistently implement the most effective strategies

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Next steps

to support pupils with special educational needs and/or disabilities in the classroom.

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About this inspection

This school is part of a single-academy trust, Kingsmead School, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Joanne Brinklow.

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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

Inspectors spoke with the chair of trustees, the interim headteacher, representatives from the local authority and other senior school leaders during the inspection.

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About this inspection

In accordance with section 44(1) of the Education Act 2005, His Majesty’s Chief Inspector (HMCI) is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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About this inspection

HMCI is of the opinion that the school may appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection(s) we carry out.

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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 meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Team inspectors:

Katerina Christodoulou, Ofsted Inspector Sam Johnson, His Majesty's Inspector Rebecca Drysdale, Ofsted Inspector Lisa Smith, His Majesty's Inspector Duncan Kamya, His Majesty's Inspector

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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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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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1,470

The school currently makes use of 7 alternative provisions, including 2 that are unregistered.

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1,470

The school has undergone a significant change since the last inspection. The chair of trustees was appointed on September 2025. The school has recently appointed an acting headteacher, who took up their post on December 2025.

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 46.6% 45.4% Close to average

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national average

2023/24 (final) 51.0% 45.9% Close to average

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national average

2022/23 (final) 47.7% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 48.8 46.0 Close to average

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national average

2023/24 (final) 50.5 45.9 Close to average

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national average

2022/23 (final) 50.5 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 30.2% 25.8% Close to average

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national average

2022/23 (final) 31.4% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.27 -0.57 Close to average

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2022/23 (final) 31.67 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.1 0.0 Close to average

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national average

2023/24 (revised) 0.1 0.0 Close to average

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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

2024/25 (2 term) 8.3% 8.1% Close to average

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national average

2023/24 (3 term) 7.9% 8.9% 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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national average

2024/25 (2 term) 24.0% 21.9% Close to average

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national average

2023/24 (3 term) 23.6% 25.6% Close to average

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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. 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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Urgent improvement

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