Kesgrave High School

Kesgrave High School

Address: Main Road, Kesgrave, Ipswich, Suffolk, IP5 2PB Unique reference number (URN): 136969

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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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Inclusion Strong standard

Leaders have developed an inclusive and supportive culture. They have a robust knowledge and understanding of their pupils. Systems devised by leaders ensure that their progress and needs are regularly monitored and reviewed. Teachers use the information provided to them to make adaptations for pupils with special educational needs and/or disabilities (SEND). This information includes individual support plans and pupils’ opinions on what works well for them. This makes sure that they feel heard and valued. The calm manner of staff consistently benefits pupils with SEND and those from disadvantaged backgrounds.

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Inclusion Strong standard

Staff receive regular training and updates. This means that they are aware of barriers to learning and can help pupils overcome them. As a result, pupils talk positively about the support and care they receive at school.

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Inclusion Strong standard

Leaders work well with external partners, including the virtual school and the local authority. This ensures that pupils receive the necessary external advice to overcome barriers to learning.

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Inclusion Strong standard

The pupil premium strategy is well considered and planned. This ensures that pupils from disadvantaged backgrounds make effective progress through the curriculum and engage with all aspects of school life. Teachers have a secure knowledge of these pupils and ensure that they receive additional support based on their needs.

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Post-16 provision Strong standard

Students are proud to attend this ambitious, welcoming and inclusive sixth form. They refer to it as a hub of the local community. They appreciate the well-chosen A-level and vocational curriculum. Leaders' work in this area has ensured that the curriculum is engaging and relevant for their cohort. They continually evaluate and review their work. This ensures that the options on offer remain relevant and appropriate. Consequently, it is popular among local students.

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Post-16 provision Strong standard

The campus-layout of the school allows students to feel independent in their studies. This, alongside vast enrichment opportunities, such as the 'adopt a teacher programme' fosters maturity through helping staff and the school community. There is a sense of cohesion between students in the sixth form and those in the younger years. This is evident in the kind and warm interactions between pupils and students in the sixth form.

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Post-16 provision Strong standard

The programme for personal development and wellbeing in the sixth form is thoughtfully planned and delivered. Leaders encourage pupils to prepare for their next steps in life and education through the ‘build your brand’ programme. This supports students to build skills for employment and further study while developing them as individuals.

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Post-16 provision Strong standard

Students produce high-quality work that evidences the swift progress that they make from their starting points when joining the sixth form.

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Achievement Expected standard

Leaders have high expectations and aspirations for all pupils. Pupils are well prepared for the next stage of education, employment or training. Pupils make appropriate progress from their starting points. This is reflected in the school’s published key stage 4 outcomes. They compare well to national averages. Pupils perform particularly well in mathematics.

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Achievement Expected standard

Disadvantaged pupils and those with special educational needs and/or disabilities progress well from their starting points. Staff monitor their progress closely to ensure that any barriers to learning are addressed.

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Achievement Expected standard

In general, pupils produce work that reflects their developing understanding of key topics. In some subjects, the quality and depth of pupils’ work does not consistently reflect what they are capable of achieving.

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Achievement Expected standard

In the post-16 provision, astute changes to the curriculum have impacted positively on student achievement. Students produce high-quality work that highlights a secure understanding of complex topics.

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Attendance and behaviour Expected standard

Leaders maintain a clear oversight of pupils' attendance. They understand how positive relationships and interactions help pupils to attend regularly. Leaders work supportively with families and pupils to promote attendance. As a result, pupils understand why attendance is important and how it is linked to their progress. This ensures that pupils attend well. However, disadvantaged pupils are absent more often than their peers nationally. Leaders acknowledge this and continue to adapt their practice to improve the attendance of these pupils.

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Attendance and behaviour Expected standard

Leaders have high expectations for their pupils. As a result, behaviour around the school is calm and respectful. This includes at social and transition times. Behaviour in lessons is focused and purposeful. The behaviour policy is well understood by staff, pupils, parents and carers. Staff apply it consistently and confidently. This creates a collegiate and supportive environment, where pupils feel confident in their learning.

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Attendance and behaviour Expected standard

Social times are cohesive and friendly. Pupils are proud of their school and local community. This creates an atmosphere in which pupils are valued and listened to.

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Attendance and behaviour Expected standard

Pupils are positive about the pastoral support that they receive. This helps them to be reflective about their behaviour and to focus on their learning.

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Curriculum and teaching Expected standard

Leaders have created a well-structured and ambitious curriculum. They have designed the curriculum at key stage 3 so that it is engaging and meaningful. It allows pupils to expand their knowledge across a range of subjects. In key stages 4 and 5, a varied selection of courses aligns with pupils’ interests and abilities.

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Curriculum and teaching Expected standard

Leaders have an effective oversight of the curriculum and quality of teaching. This gives them an accurate picture of standards. They then use this information to inform their areas for improvement and plans to move the school forward.

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Curriculum and teaching Expected standard

Staff receive high-quality professional development. This is through research projects and training. This equips teachers with the latest strategies and information. This allows them to deliver lessons effectively.

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Curriculum and teaching Expected standard

Teachers possess expert subject knowledge. This, alongside well-resourced and positioned curriculum areas, helps pupils to enjoy their learning and progress well.

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Curriculum and teaching Expected standard

Teachers adapt their teaching skilfully for pupils with special educational needs and/or disabilities and those from disadvantaged backgrounds. Consequently, they achieve well and feel supported.

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Curriculum and teaching Expected standard

Leaders have introduced clear baseline testing and intervention for reading. This support helps pupils to catch up with their peers and become better readers. This, in turn, also helps them access other parts of the curriculum more effectively.

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Leadership and governance Expected standard

Leaders have a precise understanding of the school, its strengths and areas for development. They have a broad knowledge of the school’s local community. They actively work with other local schools through poetry festivals, wellbeing fairs and well-planned transition activities. This promotes community cohesion and work with local professionals and aids pupils when starting at the school.

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Leadership and governance Expected standard

Leaders constantly monitor the impact of their work. They remain open to challenge around all aspects of their work to ensure that it has an impact. They are outward looking in their approach. This means that they share effective practice and are reactive to improvements that are needed. The school’s experienced governing board is actively involved in areas such as attendance, achievement and teaching. They support leaders in making decisions in the best interests of their pupils. Governors and trustees work together effectively to continually improve the school.

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Leadership and governance Expected standard

The trust also provides expertise to develop staff and leaders. This means that staff receive appropriate training and development.

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Leadership and governance Expected standard

Staff are well supported in their work. Their workload is well managed, and they feel valued and heard. This results in a culture of high expectations and professionalism. They are committed to the school’s vision and purpose. Their wellbeing is prioritised by leaders.

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Personal development and wellbeing Expected standard

Pupils develop holistically through a well-structured programme of personal development and wellbeing. Consequently, they are well prepared for life in modern Britain and for the next stage in their lives. Leaders have a clear rationale for this curriculum and how it serves their pupils and community.

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Personal development and wellbeing Expected standard

The curriculum teaches pupils about healthy relationships, staying safe in the local area and mental health and wellbeing. They also learn how to stay safe online. Pupils can explain what they have learned in these areas. Careers advice and guidance are woven into the curriculum in an age-appropriate way. Leaders maintain relationships with local employers and provide pupils with regular advice. This supports pupils to go on to further education and opens up routes into employment.

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Personal development and wellbeing Expected standard

Pupils with special educational needs and/or disabilities and those from disadvantaged backgrounds receive tailored support to help them with their next steps. This support helps them develop self-awareness, resilience and high aspirations.

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Personal development and wellbeing Expected standard

Pupils receive high-quality, inclusive pastoral care. Staff build trusting relationships with pupils and their parents. Where necessary, staff access expert external support promptly. As a result, pupils are well cared for, safe and supported. Leaders work with a range of agencies to help pupils become responsible citizens. Leaders have developed the ‘Kesgrave High School award' to help pupils develop holistically. This ensures that pupils develop their character and skills for the workplace or further education.

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Personal development and wellbeing Expected standard

Pupils have many opportunities to learn beyond the classroom. These include pupil leadership roles, visits and clubs. Pupils also have the opportunity to become subject ambassadors and learn in the local area. They also benefit from overseas residential trips.

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Personal development and wellbeing Expected standard

Leaders listen to pupils, parents and carers when planning the personal development and wellbeing curriculum. This ensures that it meets pupils’ needs and is engaging and relevant.

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

Pupils demonstrate a sense of community belonging at this welcoming school. They benefit from friendly and collegiate relationships with staff and their peers. This extends to classrooms where pupils take pride in their learning. They value their teachers’ secure subject knowledge and approachable manner. Consequently, they are engaged in their learning and take pride in their environment. They appreciate the campus-like nature of the school site. They move around it in a calm and orderly fashion. This helps them to develop independence and a sense of belonging. Pupils know the school’s ethos the ‘3 Bs’. These are be positive, be respectful and be your best. They demonstrate this in their learning and at social times. This creates a harmonious and happy atmosphere.

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

Pupils appreciate the well-planned and structured curriculum. This ensures that they have the opportunity to study a wide range of suitable subjects. Students in the post-16 provision benefit from both academic and vocational courses. This means that the sixth form is popular amongst students. Students are role models to pupils in key stages 3 and 4. This fosters a sense of cohesion between students and pupils of all ages.

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

Pupils progress well through the personal development and wellbeing curriculum. In the younger years, pupils progress towards the 'Kesgrave High School award'. This prepares pupils for the next stage of their education and development. It also helps them build confidence, identity and broader personal skills.

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

Leaders and staff know their pupils and the local community well. Pupils value the ongoing pastoral care that they receive from compassionate and understanding staff. As a result, any barriers to learning that they have are addressed.

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

Disadvantaged pupils and those with special educational needs and/or disabilities are supported through well-devised and considered systems. These systems help them to be understood individually and to receive support and intervention.

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Next steps

Leaders should continue their work on the attendance of pupils from disadvantaged backgrounds so that this area of the school’s work improves. Leaders should ensure that the quality of pupils’ work consistently reflects their knowledge, understanding and capabilities across all subjects.

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About this inspection

This school is part of the East Anglian Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, CEO, Mr. Angelo Goduti, and overseen by a board of trustees, chaired by Emma Plane.

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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 CEO, trustees, the local governing body, the headteacher, senior leaders, staff and pupils during the inspection. Inspectors reviewed the findings of the parent, staff and pupil Ofsted online surveys.

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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 inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 7 alternative providers (4 registered, 3 unregistered).

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Team inspectors:

Diana Fletcher, Ofsted Inspector Jessica Pearce, Ofsted Inspector Andrew Robinson, Ofsted Inspector Steven Hogan, Ofsted Inspector Teri-Leigh Jones, 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 22 September 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. National average: 1,154

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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 (final) 52.4% 45.4% 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) 52.9% 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 (final) 49.7 46.1 Close to average

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national average

2023/24 (final) 50.6 45.9 Close to average

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national average

2022/23 (final) 47.9 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

2023/24 (final) 0.17 -0.03 Close to average

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national average

2022/23 (final) 0.10 -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 (final) 28.6% 25.8% Close to average

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national average

2022/23 (final) 27.1% 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

2024/25 (final) 38.1 34.9 Close to average

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national average

2023/24 (final) 32.2 34.6 Close to average

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national average

2022/23 (final) 34.1 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

2023/24 (final) -0.74 -0.57 Close to average

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national average

2022/23 (final) -0.72 -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

2024/25 (final) 31.76 35.00 Close to average

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national average

2023/24 (final) 33.63 34.38 Close to average

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national average

2022/23 (final) 33.24 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 (final) 0.0 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 (3 term) 7.5% 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) 19.3% 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. 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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