King's School

King's School

Address: Hangleton Way, Hove, BN3 8BN Unique reference number (URN): 139409

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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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Achievement Strong standard

Pupils achieve consistently well. Published information shows that in national examinations, pupils achieve overall outcomes that are above the national average by the end of Year 11. Pupils build secure, detailed knowledge in the subjects that they study. They develop the solid foundational knowledge that they need in areas such as literacy and numeracy. Pupils are able to talk confidently about what they have learned and about the next steps they need to take. Pupils are very well prepared for the future. More pupils than in most schools go on to meaningful next steps when they leave.

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Achievement Strong standard

The school works assiduously to ensure that all pupils, including those facing barriers to learning, achieve highly. Pupils with special educational needs and/or disabilities (SEND), and those who are disadvantaged, achieve as well as others. This was evident in the achievement of pupils in Year 11 in 2025, a high proportion of whom experienced significant levels of SEND and disadvantage. The extremely high quality of the school’s support meant that these pupils achieved well from their individual and varied starting points.

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Attendance and behaviour Strong standard

Leaders have a clear understanding of pupils’ attendance and behaviour. They are highly ambitious for excellence in both. Attendance is consistently above the national average, including for pupils who face additional barriers to regular attendance. Leaders work to promote the importance of regular attendance effectively. They monitor absence closely to spot any concerns and address them. For example, leaders identified a slight fall in the attendance of some pupils with special educational needs and/or disabilities in 2025. As a result of the support that leaders have provided, the attendance of this group of pupils has improved.

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Attendance and behaviour Strong standard

The school has high expectations of pupils’ behaviour and their attitudes to learning. These are consistently reinforced by staff. Pupils follow the rules well, so the school has a very positive atmosphere for learning. Pupils behave well around the school. Relationships between pupils are harmonious, as they are with staff. Pupils often resolve any differences between themselves without adult support. They show the forgiveness the school expects. Sixth-form students set a strong example for younger pupils. The school’s highly inclusive approach means any pupils who need guidance to behave well are supported to do the right thing. Staff quickly tackle the very rare instances of bullying, including online, or any other form of harassment.

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Curriculum and teaching Strong standard

The school offers a wide, ambitious curriculum. It enables pupils both to develop the important foundational knowledge they will need and to pursue their interests. Leaders have a deep understanding of the quality of the curriculum and teaching. Leaders and staff work closely together to plan subject learning so that it follows a logical sequence. This helps pupils to build new knowledge on what they already know and can do, and to develop a solid body of knowledge over time. Teachers are subject experts who skilfully introduce pupils to new learning. Through techniques such as questioning, they carefully check how well pupils have understood new material. This enables teachers to identify and address any misconceptions. On the very rare occasions where this happens less effectively, leaders provide swift support to help staff improve. Staff adroitly adapt tasks and support for any pupils facing barriers to learning so

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Curriculum and teaching Strong standard

they can participate. The school’s expert deployment of additional adults makes a powerful contribution to supporting these pupils. The school closely monitors pupils’ achievement over time. This enables leaders to provide additional support where needed. For instance, the school accurately identifies any pupils needing help to read well. Skilled guidance then ensures that these pupils catch up with where they need to be.

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Inclusion Strong standard

The school is highly effective in ensuring that all pupils are fully included, particularly those who may experience barriers to their learning or wellbeing. This includes pupils who have special educational needs and/or disabilities (SEND), those who are disadvantaged and those known or previously known to social care. Leaders have put in place extremely effective systems for identifying these barriers swiftly and accurately. This is the case both when pupils join the school and throughout their time as pupils.

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Inclusion Strong standard

Leaders ensure that staff in the main school and in the sixth form are well trained to support vulnerable pupils, including those with SEND. They receive the right information about pupils so that they can address their needs. Focused support ensures that pupils with significant levels of SEND are fully included. Through day-to-day teaching and, when needed, through additional and bespoke teaching, vulnerable pupils are enabled to achieve as well as others from their varying and individual starting points.

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Inclusion Strong standard

The school reviews carefully the achievement of vulnerable pupils, taking effective action if they are not learning enough. The school makes astute use of additional funding provided by the pupil premium to support pupils from disadvantaged backgrounds. The impact that this has on pupils’ achievement is significant. The school makes effective use of alternative provision for specific pupils where it will enhance their success. Staff make careful safeguarding checks when pupils attend these providers.

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Leadership and governance Strong standard

Leaders have an accurate and insightful understanding of the school's strengths and areas for development. Their clear and ambitious vision for pupils drives their work to develop the school even further. Leaders’ determination to include all pupils, notably those who are vulnerable or face barriers, is a key strength of the school. Leaders gather a wide range of evidence to check how well the school is performing. For example, they use information from assessments and from their work to understand the quality of teaching. They use this information to build on what the school already does well and to address successfully any areas needing improvement. This has led to many strengths across all the school’s work, and it is helping to improve the more recently opened sixth form. The school is currently engaged in consultation with parents and the local community about the financial sustainability of the sixth form. This has in no way diminished leaders' rigour and

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Leadership and governance Strong standard

commitment in their work to improve the sixth form further.

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Expected standard

Governors and trustees are well informed about the school. They work effectively to support and challenge the school, gathering comprehensive evidence to monitor its progress. They ensure that statutory duties are carried out effectively. Leaders and governors prioritise safeguarding, successfully fostering an approach where everyone knows it is of paramount importance. Staff feel fully included in the life of the school and are very proud to work at King’s. Leaders provide strong support for their professional development. Staff appreciate the reasonable workload demands leaders make of them. Leaders are readily available to support staff when they need it. Leaders’ engagement with parents and carers is very much appreciated by them. Parents are highly positive about the school.

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Personal development and wellbeing Strong standard

The school provides a comprehensive programme for pupils’ personal development and wellbeing. This includes skilfully planned activities in lessons, tutor times and assemblies. The school carefully monitors the impact of its work to ensure that all pupils benefit. Staff adapt activities very well to ensure that pupils who face barriers to learning or participation are fully included.

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Personal development and wellbeing Strong standard

Pupils develop a deep understanding of the importance of treating each other with respect. They build a clear understanding of the protected characteristics. For example, they know that intolerance such as racism in any form is unacceptable. Pupils know the worth of fundamental British values such as the rule of law. They understand well the importance of behaving with integrity and moral purpose, and of taking responsibility for their actions.

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Personal development and wellbeing Strong standard

Leaders sensitively reinforce the school’s Christian ethos to support pupils’ spiritual development. They have carefully planned the school's relationships and sex education programme so that pupils understand the value of positive relationships. They learn how to keep themselves and others safe, including when online. Pupils play a full part in making all welcome in this highly inclusive school. They show respect for their environment by not dropping litter. Pupils take full advantage of a wide range of extra-curricular opportunities, for example in sport and the arts. These opportunities, coupled with the wider curriculum, ensure pupils’ social and cultural development is comprehensively supported.

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Personal development and wellbeing Strong standard

The school provides very effective pastoral care. Pupils know who to talk to if they have any worries. Leaders and staff work skilfully and sensitively to develop a clear picture of each pupil, so they can look after them properly. The school provides helpful careers advice and guidance for pupils. Pupils have a wide range of opportunities to learn about future options and are well prepared to make the right choices.

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Post 16 provision Expected standard

Leaders have an accurate view of the quality of sixth-form provision. Since it opened in 2023, leaders have ensured that there are suitable study programmes for students, alongside access to the same quality of curriculum enrichment as for younger pupils. Students typically join the sixth form from the school’s Year 11 cohorts. Numbers are small and many have special educational needs and/or disabilities (SEND). Students feel that staff know and understand them well. Leaders and staff work with determination to support these students. The curriculum is well planned in each subject to develop and promote students’ learning. Teachers make effective use of small class sizes to individualise their teaching for students. The school's first sixth-form cohort to sit examinations did so in 2025. This cohort included many students with widely varying needs, including significant levels of SEND. Although published information showed overall outcomes that were below the national

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Post 16 provision Expected standard

average, these outcomes represented typically appropriate progress from students' individual starting points. These included many personal successes. All students went on to meaningful destinations.

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Post 16 provision Expected standard

Leaders ensure there is effective training and development for sixth-form staff. They evaluate information carefully, such as that from students' achievements and examination outcomes. This helps them to work effectively with the trust to improve the quality and impact of teaching. Students typically achieve well over time. The school provides them with effective advice and guidance for their next steps.

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

Pupils thoroughly enjoy their time at King’s. They thrive in this school and are proud to attend. Pupils are well known and well cared for by staff, with whom they have very positive relationships. Pupils feel safe. They know they can rely on staff to help them if they have any worries. More pupils than in most schools have significant special educational needs and/or disabilities. These pupils are fully included in the life of the school. They are expertly supported and enabled to overcome any barriers so they can learn successfully alongside their peers.

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

A typical day sees pupils arriving at school enthusiastic and ready to learn. Pupils enjoy the way they are taught by skilled staff who help them understand new learning. Pupils achieve highly. Examination results in the main school are consistently well above national averages. Students achieve well in the sixth form, where only one cohort has sat examinations so far. On leaving school, the overwhelming majority of pupils and students go on to a positive next step in their lives and learning.

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

The very great majority of pupils closely follow the school's expectations of behaviour. Pupils get on very well together at social times, treating each other respectfully. Pupils and staff reflect the school’s Church of England ethos in the care that they show to each other. Pupils fully live out the school’s core values of showing love, forgiveness, respect and responsibility. Pupils experience little bullying or unkind behaviour. They are confident that if reported, it is sorted out. As a result, there is a highly positive atmosphere for learning. Pupils’ enjoyment of school is reflected in their high levels of attendance. Attendance figures are well above the national average. Pupils are keen to make the most of all opportunities in the wide range of clubs and additional activities provided.

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Next steps

Leaders should continue to embed their work to improve the quality of teaching by ensuring that teachers consistently check how well pupils have understood new learning so that, as on the vast majority of occasions, any misconceptions are swiftly identified and addressed. Leaders should continue work to support greater student achievement in the sixth form so that it matches that in the rest of the school.

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About this inspection

This school is part of The Russell Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Colin Mackinlay, and overseen by a board of trustees, chaired by Karen Lynch.

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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 trustees and governors, school leaders, groups of staff and pupils during the inspection.

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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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About this inspection

The school currently makes use of 8 alternative provisions, including 6 that are unregistered.

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About this inspection

In 2023, the school started admitting post-16 students. It is consulting on closure of this post-16 provision.

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Team inspectors:

Ann Fearon, Ofsted Inspector Lee Selby, His Majesty's Inspector Cathy Reid, Ofsted Inspector Christie Ransom, Ofsted 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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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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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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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 (final) 24.2% 25.8% 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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national average

2024/25 (final) 35.3 34.9 Close to average

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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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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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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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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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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

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

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Urgent improvement

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Urgent improvement

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

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