Thomas Knyvett College

Thomas Knyvett College

Address: Stanwell Road, Ashford, Surrey, TW15 3DU Unique reference number (URN): 136832

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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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Leadership and governance Expected standard

Leaders, at all levels, have a thorough understanding of the school's contextual challenges, its strengths and priorities for improvement. While leaders have not yet made the necessary impact across many areas of their work, they have focused on the most urgent and significant priorities first. Leaders have ensured that the right foundations are in place so that their actions can have sustainable impact over time. Leaders closely and accurately monitor how effectively improvements are being embedded. They adapt their approaches where needed. Leaders consistently take decisions that are in the best interests of children. Through effective partnership working between the school and trust, leadership has been strengthened across all areas of the school's work.

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Leadership and governance Expected standard

Leaders recognise the importance of building community relationships and confidence in the school. They proactively seek to understand and address any concerns that stakeholders may have. Leaders work in effective partnership with external professionals and specialist services, to meet pupils' needs. Leaders are considerate of staff wellbeing and workload when making important improvements to the school's work. Leaders provide well-considered and appropriate professional learning opportunities for staff. Teachers at the earliest stages of their career are well supported and make a positive contribution to the school community.

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Leadership and governance Expected standard

Trustees are highly effective in their roles. They understand and fulfil their statutory responsibilities well. Trustees hold leaders to account appropriately. They ensure that leaders have sufficient capacity to address the school's challenges and to deliver positive improvements.

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Achievement Needs attention

Pupils' achievement across the curriculum is varied. Sometimes, teachers' expectations of what pupils can achieve are insufficiently high. Where this is the case, pupils do not deepen or develop their knowledge as well as they could. Some pupils have notable gaps in their knowledge, including important mathematics skills. Often, staff do not identify and address these knowledge gaps in a timely manner. Where this is the case, pupils, including those with special educational needs and/or disabilities, do not progress as positively as they could from their starting points. In turn, where knowledge gaps persist, pupils are less well prepared for their next steps as they need to be.

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Achievement Needs attention

In subjects where leaders have improved the curriculum, pupils achieve better. Similarly, where teachers use assessment effectively, pupils are beginning to deepen their knowledge more securely. Typically, pupils who are behind in their reading or writing catch up over time.

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Attendance and behaviour Needs attention

Pupils' attendance is not as high as it needs to be. Some pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), are absent too often. While leaders have made important improvements to attendance over time, this has not been sustained recently. Leaders have taken appropriate action in response to this decline, however. Leaders understand the factors affecting poor attendance. They provide helpful support to pupils and their families, to reduce any attendance barriers.

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Attendance and behaviour Needs attention

While many pupils have positive attitudes to learning, this is not consistent amongst all pupils. For example, some pupils are repeatedly late to lessons. A small but significant minority of pupils do not behave as well as they should. Leaders do take appropriate action to address repeated poor behaviour. As a result, the school is typically calm and orderly. The vast majority of pupils behave well and follow agreed rules and routines. Mostly, staff reinforce expectations and challenge any incidents of poor behaviour. Generally, leaders make appropriate reasonable adjustments to help pupils with SEND to manage their behaviour effectively. Leaders do not tolerate bullying, abuse or discrimination. They take effective action to address any such incidents. As a result, this type of behaviour is increasingly rare and is reducing over time.

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Curriculum and teaching Needs attention

The quality of teaching in the school varies. Sometimes teachers are insufficiently clear of pupils' starting points and any misconceptions they may have. When this is the case, pupils develop gaps in their knowledge. Some pupils do not develop their learning as deeply or ambitiously as they are able to. There is inconsistency in how effectively staff adapt the curriculum to meet pupils' needs. Sometimes, pupils with special educational needs and/or disabilities (SEND) do not access the intended learning as successfully as their peers.

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Curriculum and teaching Needs attention

Leaders have ensured that the curriculum is suitably ambitious and allows pupils to build their knowledge over time. Leaders have a clear and accurate oversight of where teaching is not as effective as it needs to be. They are taking appropriate steps to address this and to upskill staff where needed. Staff respond well to professional learning opportunities. As a result, some aspects of learning are becoming more consistent. For example, teachers regularly revisit previous learning at the start of lessons to improve pupils' confidence and engagement.

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Curriculum and teaching Needs attention

Leaders have broadly appropriate systems in place to identify gaps in pupils' reading, writing or mathematics skills. There is variability in the precision of support pupils receive, however. Leaders are refining their approaches to ensure that all pupils who need to catch up are supported to do so effectively.

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Inclusion Needs attention

Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged are not as consistently well supported as they need to be. Leaders understand the barriers that some pupils face to their learning and/or wellbeing. They accurately identify when pupils may need additional support. Leaders put appropriate plans in place to meet the needs of pupils with SEND. Sometimes, these plans are not communicated to staff effectively. Some staff are still developing their expertise to meet pupils' needs in line with recommended support strategies. Leaders are taking appropriate action to address this variability in the support provided to pupils with SEND.

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Inclusion Needs attention

Leaders use pupil premium funding to improve the engagement and experiences of disadvantaged pupils. Sometimes, the impact of this work is not as positive as it needs to be. When this is the case, leaders adapt their approaches. For example, they have recently put more successful strategies in place to reduce attendance barriers for disadvantaged pupils.

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Inclusion Needs attention

Leaders understand the needs of pupils who are known, or have previously been known, to social care. They provide effective support and work collaboratively with wider professionals to ensure pupils' needs continue to be met.

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Inclusion Needs attention

Alternative provision is used appropriately and only where it is in a pupil's best interests.

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Personal development and wellbeing Needs attention

Sometimes, pupils are not as knowledgeable as they need to be about aspects of their personal development. For example, pupils' understanding of fundamental British values and protected characteristics is variable. Some staff lack sufficient expertise to explore these important themes as thoroughly as they need to. Leaders are taking appropriate steps to ensure that all staff teach the personal development curriculum effectively.

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Personal development and wellbeing Needs attention

Leaders ensure that pupils learn about any emerging risks that are relevant to the local context. As a result, pupils understand how to stay safe in the community and online. Pupils' learning about relationships and sex education and health education is, typically, effective. Pupils with special educational needs and/or disabilities are supported with adapted approaches that improve their understanding about health and personal safety.

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Personal development and wellbeing Needs attention

Leaders provide helpful careers education, information and guidance. Pupils learn about the range of future pathways available to them. Pupils understand what to expect as they prepare for the world of work and further education. Pupils are increasingly successful in accessing their preferred next steps.

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Personal development and wellbeing Needs attention

Leaders have broadened the range of opportunities and experiences available to pupils. Pupils appreciate that their views are considered when new activities are being introduced. For example, pupils have welcomed the recent addition of a knitting club and a debate group. Pupils are proud of their leadership roles, particularly those who are part of the student council. Leaders actively seek to understand how pupils feel about their school experiences. In turn, pupils work positively with staff to help shape improvements, such as the new rewards system. Staff provide helpful pastoral care to pupils. They ensure that pupils have access to support at the point they need it, for example through 'The Hub'. Pupils trust staff to support them with any concerns they have.

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

Pupils' achievement in the school varies. Some pupils do not achieve as well as they could in national examinations. Pupils with special educational needs and/or disabilities (SEND) sometimes make insufficient progress from their starting points. Typically, pupils who attend school regularly and punctually achieve in line with expectations. Some pupils miss school too often, however. As a result, they have considerable gaps in their knowledge. Generally, pupils are prepared for their next steps and move on to appropriate employment or education pathways.

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

Leaders have made recent improvements to the curriculum. Pupils are beginning to learn more effectively and to enjoy their lessons. Staff understand pupils' needs. There is inconsistency in how effectively pupils' needs are met, however. Sometimes, pupils' barriers to learning and/or wellbeing are not reduced as well as they could be. As a result, some pupils with SEND struggle to participate fully in learning.

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

Staff develop positive and caring relationships with pupils. Mostly, pupils are respectful and behave well. They align to expectations and have broadly positive attitudes. Leaders are taking appropriate steps to improve the behaviour of a minority of pupils who do not meet their high expectations. Bullying is uncommon and incidents are reducing further. Pupils are safe and feel safe. They understand the risks they need to be aware of as they prepare for adulthood. Typically, pupils recognise the importance of equality and celebrate one another's differences. On the whole, pupils are well prepared for life in modern Britain.

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

Pupils appreciate the opportunities they have to explore their interests through clubs and activities. Staff encourage pupils to widen their experiences and to participate fully in all aspects of school life. Pupils enjoy the school productions that allow them to build confidence and showcase their talents.

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Next steps

Leaders should continue to work with families to reduce absence. Leaders should ensure that teaching is consistently of a high quality so that pupils learn effectively across all areas of the curriculum. Leaders should ensure that gaps in pupils’ knowledge are swiftly identified and addressed. Leaders should ensure that the needs of pupils with special educational needs and/or disabilities are consistently understood and met.

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Team inspectors:

Nicholas Simmonds, Ofsted Inspector Gemma Piper, Ofsted Inspector Daniel Botting, 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. Leaders should embed their approaches to improving behaviour, so that pupils consistently meet leaders’ high expectations.

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About this inspection

This school is part of The Howard Partnership Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Louise Lee, and the trust is overseen by a board of trustees, chaired by Ian Wilson.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the school leadership team, trust leaders, members of staff, groups of pupils and representatives from the board of trustees.

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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

Inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 4 alternative provisions, including 3 which are unregistered.

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About this inspection

The school has undergone a significant change since the last graded inspection. The current principal was not in post at the point of the last graded inspection.

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About this inspection

Principal: Matt Duffield This data is from 9 June 2026

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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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national average

2023/24 (final) 41.1% 45.9% 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

2023/24 (final) 43.1 45.9 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 (final) 16.7% 25.8% Close to average

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national average

2023/24 (final) 19.4% 25.8% Close to average

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national average

2022/23 (final) 18.2% 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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national average

2023/24 (final) 31.1 34.6 Close to average

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national average

2022/23 (final) 33.1 35.0 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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national average

2022/23 (final) -0.69 -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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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 (3 term) 8.5% 8.4% 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 (3 term) 27.1% 23.4% 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.

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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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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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