Kinver High School and Sixth Form

Kinver High School and Sixth Form

Address: Enville Road, Kinver, Stourbridge, West Midlands, DY7 6AA Unique reference number (URN): 141342

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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

Outcomes in national assessments at key stage 4 show that pupils, including those who are disadvantaged, consistently achieve well across a range of subjects. Outcomes for disadvantaged pupils show that achievement gaps are narrowing quickly. Pupils with special educational needs and/or disabilities (SEND) progress effectively through the curriculum. They achieve consistently well from their starting points.

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Achievement Strong standard

Pupils, including disadvantaged pupils and those with SEND, develop detailed knowledge and skills across the curriculum. They quickly secure the important knowledge they need in reading, writing and mathematics. Pupils develop their communication skills across the curriculum. They produce high-quality work. Pupils can confidently recall prior learning. They are very well prepared for the next stage of their education.

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Inclusion Strong standard

Leaders have a very detailed understanding of the needs of disadvantaged pupils or those with special educational needs and/or disabilities. They have the same high expectations of these pupils and carefully consider their experience to ensure that they benefit fully from their time at school. Leaders work very well with external agencies, parents and carers to ensure that these pupils get the support they need.

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Inclusion Strong standard

Staff receive regular high-quality training in how to address any barriers to learning that pupils may have. Furthermore, they receive detailed information on pupils' additional needs. As a result, staff have the necessary expertise to address barriers to learning.

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Inclusion Strong standard

The school provides highly effective adaptations to the curriculum to ensure that pupils get the right support. For example, some pupils have bespoke reading interventions and additional lessons in mathematics and English. Leaders check the impact of these to ensure that they are highly effective. The school also provides well-thought-out support for pupils' wellbeing. For example, some pupils have art and animal therapy to support them. The 'thrive' provision is used effectively to support pupils who struggle to access mainstream education.

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Inclusion Strong standard

Pupils who qualify for the pupil premium grant receive well-thought-out, targeted support. This ensures that they participate fully in school life.

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Personal development and wellbeing Strong standard

Leaders have constructed a high-quality programme for pupils' personal development. It supports pupils, including those with special educational needs and/or disabilities, and those who are disadvantaged, to be very well prepared for life in modern Britain.

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Personal development and wellbeing Strong standard

Pupils develop a detailed understanding about online and offline safety, consent, healthy relationships and lifestyles. They know why fundamental British values, such as democracy and the rule of law, are important in the world they live in. Pupils learn about different

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Expected standard

cultures and religions and know to be kind and respectful to others, who may be different from them. They play an active role in promoting diversity. For example, pupils set up a group to help pupils and staff understand people who are lesbian, gay, bisexual or transgender.

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Expected standard

Pupils have many opportunities to discuss and debate current issues. These allow them to reflect on their own and others' beliefs. Pupils do this with a high level of maturity. The school ensures that pupils have the skills to do this effectively. For example, all Year 7 pupils are trained in public speaking.

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Expected standard

Leaders have developed an extensive enrichment programme that is part of the school day and led by pupils' choices. This means that pupils have a comprehensive range of activities to choose from. Equally, pupils have opportunities to develop their character, for example, through the Duke of Edinburgh's Award scheme. Some pupils take music lessons and perform in the school show. They learn about first aid, take part in sporting clubs and fixtures, science club and cooking. Many of these activities support pupils in developing their social skills and sense of belonging to the school.

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Expected standard

Pupils receive well-thought-out careers advice and guidance. Throughout their time at school, they learn about different careers, university courses and apprenticeships. They are very well informed about their next steps.

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Attendance and behaviour Expected standard

Leaders prioritise the importance of high attendance. They understand the barriers that some pupils face and provide a range of strategies to support these pupils in attending regularly. For example, some pupils receive support through the school's 'thrive' provision, which helps them to reduce attendance gaps. Pupils want to come to school. Consequently, attendance continues to improve. It is above national averages, including for disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

The school has high expectations of how pupils should behave. Leaders have established a clear system that most staff use effectively to address any conduct issues. In the majority of classes, pupils have excellent attitudes to learning. However, not all pupils have the self- discipline and dedication to their learning that the school expects. There are positive relationships between staff and pupils. Pupils feel well cared for. At social times, pupils demonstrate positive behaviour and are respectful of one another. On rare occasions when bullying or discriminatory behaviour occurs, leaders address the issue quickly and effectively. Pupils who need further support to manage their emotions get it. This helps to improve their behaviour.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and its delivery. The curriculum for all subjects is ambitious, well planned and logically sequenced. It supports pupils effectively for their next steps in education or training. Leaders have set out how they want the curriculum delivered and, typically, teachers follow this well. They have secure subject knowledge. Teachers provide opportunities for pupils to revisit prior learning. Most explain new learning clearly and check pupils' understanding so that any gaps in learning or misconceptions can be resolved. They carefully design learning activities to help pupils develop their understanding of what has been taught. However, at times, teaching does not address gaps in learning consistently well. As a result, highly effective teaching is not embedded in all subjects.

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Curriculum and teaching Expected standard

Teachers know pupils' needs. They ensure that they adapt their teaching and provide additional support for pupils with special educational needs and/or disabilities so these pupils can access the curriculum. Pupils who need additional support to develop their reading skills receive the support they need. Teachers ensure that pupils develop and extend their reading skills and vocabulary through well-thought-out activities in lessons. Where needed, pupils receive additional support in English and mathematics to help them catch up quickly.

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Leadership and governance Expected standard

Leaders and those responsible for governance have an accurate understanding of the school's strengths and weaknesses. Leaders place the best interests of pupils at the centre of what they do. There is an inclusive culture at the school. Leaders are committed to ensuring that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, have the best possible experience at school. They regularly check the effectiveness of all aspects of the school. As a result, they are well informed about what needs to improve in the school.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties effectively. They have the skills and knowledge they need to carry out their roles. Governors know the school well and provide an appropriate balance of support and challenge to school leaders. Furthermore, trust leaders provide effective support to leaders. Staff have access to a range of professional learning that helps them to improve how they carry out their duties. Early career teachers are supported well.

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Leadership and governance Expected standard

Staff are proud to work at the school. They are supported well with their workload and wellbeing. Staff feel listened to by leaders. They value the steps leaders have taken to support their wellbeing.

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

Pupils enjoy learning at this welcoming school. The school promotes its values of 'ready to work, respect others, reach your potential' effectively. As a result, pupils know what is expected of them. The curriculum is typically taught well. Pupils progress successfully through the curriculum and achieve highly in national assessments, including those who are disadvantaged and those with special educational needs and/or disabilities. They are very well prepared for their next steps. The school provides well-thought-out pastoral support to address any issues with pupils' wellbeing. For example, pupils know they can go to the 'den' to speak to staff if they have any worries. Teachers have an accurate understanding of any additional needs pupils may have. They ensure that they address any barriers to learning that pupils have.

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

The school is calm and orderly. Leaders have established clear routines that pupils understand and follow. There are supportive and respectful relationships between staff and pupils. Pupils are safe in school. Bullying happens rarely. Pupils are confident that the school will deal with any issues swiftly and effectively. Pupils attend school well.

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

The school provides a wide range of opportunities for pupils to contribute to school life. Pupils are proud to be prefects and to represent the school. They take on responsibilities, such as 'grange guardians', 'worry warriors', charity leaders and subject ambassadors. As a result, they make a positive difference to the school. Pupils also learn about different cultures and religions. They debate current affairs topics maturely. They are very well prepared for life in modern Britain.

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

Pupils benefit from the school's extensive enrichment programme. They have a range of activities that develop their talents and interests. Pupils enjoy taking part in the school production and clubs, such as LEGO club, cooking club, rugby and football.

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Next steps

Leaders should ensure that all pupils develop high levels of self-discipline and dedication to their learning. Leaders should ensure that the curriculum is consistently taught well across all subjects, so that pupils continue to make strong progress across the curriculum.

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About this inspection

This school is part of Invictus 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, Edward Vitalis, and overseen by a board of trustees, chaired by Jessica Shulman.

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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 headteacher, deputy headteachers, trust leaders and those responsible for governance during the inspection.

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About this inspection

The school has a small number students who attend post-16 provision. Due to the small numbers, this provision is not reported on separately. Inspectors gathered evidence about

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Team inspectors:

Sarah Steer, Ofsted Inspector Guy Shears, Ofsted Inspector Marj Francis, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 17 March 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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School capacity

the experiences and outcomes of these pupils, and this evidence is included in the inspection findings above.

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School capacity

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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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school does not use alternative provision.

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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 6 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 needs support 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) 49.0% 45.4% Close to average

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national average

2023/24 (final) 51.7% 45.9% Close to average

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national average

2022/23 (final) 52.6% 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

2023/24 (final) 49.1 45.9 Close to average

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national average

2022/23 (final) 50.0 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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national average

2022/23 (final) 0.08 -0.03 Close to average

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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) 27.3% 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

2023/24 (final) 33.2 34.6 Close to average

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national average

2022/23 (final) 36.8 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

2023/24 (final) -0.55 -0.57 Close to average

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national average

2022/23 (final) -0.66 -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

2023/24 (final) 32.43 34.38 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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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) 7.3% 8.1% Close to average

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national average

2023/24 (3 term) 7.7% 8.9% Close to average

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national average

2022/23 (3 term) 8.1% 9.0% 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) 21.7% 21.9% 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

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

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