Kings' School

KINGS’ SCHOOL

Dates of inspection: 28 th February – 1 st March 2000

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KINGS’ SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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KINGS’ SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Kings’ School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Kings’ School Romsey Road Winchester Hampshire

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 1 st May 1995 Kings’ School - 4

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Team members

David Cox Registered inspector Raymond Orchard Lay inspector David Driscoll Team inspector Marie Durkin Team inspector Ian Thomson Team inspector

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Team members

QAA Education Consultants Ltd Herringston Barn Herringston Dorchester Dorset DT2 9PU Tel: 01305 251591 .

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Kings’ School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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WHAT THE SCHOOL DOES WELL 11

A great strength of the school is the regularity with which pupils receive lessons that are taught to either a very good or excellent standard and leads to excellent learning. Pupils achieve very high standards in all their subjects. The standards that boys achieve have improved significantly. Pupils show a great enthusiasm for school and this is reflected in the well above average levels of attendance. The headteacher provides outstanding leadership and demonstrates a single-minded pursuit of excellence that permeates the school. The quality of financial planning and control is excellent.

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WHAT COULD BE IMPROVED 13

Pupils do not make as much progress in information technology as they do in other subjects at Key Stage 3. The written reports to parents on their child’s performance do not always inform parents about the achievements and progress that their child has made.

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INFORMATION ABOUT THE SCHOOL

Kings’ School is situated in a pleasant residential area in the southern outskirts of Winchester and draws pupils from a wide geographical area. It is a mixed comprehensive school for pupils aged 11 - 16 with 1504 pupils on roll. The school is very popular with parents and the number of pupils on roll has consequently grown by 50 per cent since the last inspection. The school is bigger than most other secondary schools. The school has provision for 30 boarders.

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INFORMATION ABOUT THE SCHOOL

The school has very few pupils from ethnic minorities with 0.7 per cent of pupils speaking English as an additional language. Pupils’ socio-economic circumstances are above average. Nationally recognised tests indicate that the attainment of pupils entering the school at Year 7 is broadly average. The spread of ability has remained reasonably constant as the school has grown. There are 310 pupils on the register of special educational needs, this is 20 per cent of the school population and is above the national average. There are 30 pupils with statements of special educational need. Kings’ is a ‘resourced’ school for physically disabled pupils, with 18 physically impaired pupils currently attending the school. The percentage of pupils known to be eligible for free school meals is below the national average at 5.7 per cent, this is lower than that noted in the last inspection.

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HOW GOOD THE SCHOOL IS

This is an outstanding school. The overall effectiveness of the school is excellent and it provides excellent value for money. Through excellent leadership and a strong commitment to improvement in all areas of its work the school provides an outstanding education for all pupils. A positive climate for learning has been created which ensures that pupils achieve very high standards.

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What the school does well

• A great strength of the school is the regularity with which pupils are taught to either a very good or excellent standard and this leads to excellent learning and achievement. • Pupils attain very high standards in all their subjects by the end of Key Stage 4 • The standards that boys attain have improved significantly. • Pupils show a great enthusiasm for school and this is reflected in the well above average levels of attendance. • The headteacher provides outstanding leadership and demonstrates a single-minded pursuit of excellence that permeates the school. • The quality of financial planning and control is excellent.

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What could be improved

• Pupils do not make as much progress in information technology as they do in other subjects at Key Stage 3. • The annual written reports to parents on their child’s performance do not always inform parents about the achievements and progress that their child has made. The areas for improvement will form the basis of the governors’ action plan. Kings’ School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made excellent progress since the last inspection in June 1995. The school has succeeded in extending its already high standards. Significant improvements to the good teaching noted in the last report have ensured that levels of attainment have risen significantly in each key stage. The rate of attendance has improved from above average to well above average. Significant improvements have been made to the accommodation. The school’s response to the key issues identified has been excellent although further work is needed in ensuring that there is a daily act of collective worship.

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STANDARDS

The table shows the standards achieved by 16 olds based on average point scores in GCSE examinations.

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Similar

schools very high well above average A* A 1997 1998 1999 1999 above average average B C GCSE examinations A A A A* below average well below average D E

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Similar

In National Curriculum tests at the age of 14, pupils’ results in English were very high in comparison with the national average and the school is in the top five per cent of schools nationally. In mathematics and science, results were well above average. Overall, pupils’ results in English and mathematics were very high in comparison with schools with pupils from similar backgrounds and again the school is in the top five per cent of schools nationally. Results were well above average in science. Taking pupils’ performances in all three core subjects together, the school’s performance in comparison with similar schools is in the highest five per cent of schools nationally. In the 1999 GCSE examinations, the proportions of pupils obtaining five or more passes at grades A*-C and A*-G were well above the national averages. The total GCSE points score per pupil was well above the national average when compared with all schools. When compared with schools with

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Similar

pupils from similar backgrounds, results were very high and the school is in the highest five per cent of schools nationally. There are no weak subjects in this school. The improvement in results is above the national trend. Boys’ results in particular have improved significantly and are now very high in comparison with the national average. A significant proportion of pupils attains grades at GCE AS level at Key Stage 4. The school sets very challenging targets for improvement and these are being met or exceeded year-on-year.

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Similar

In the work seen during the inspection, the standards that pupils attain reflect the school’s examination results. There are no weak subjects at either key stage. Work of an outstanding calibre was seen which was far in advance of the level expected normally. The school has excellent schemes in place to raise pupils’ levels of literacy and numeracy and this is reflected in the well above average levels of literacy and numeracy observed throughout the inspection.

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Similar

Pupils achieve excellent standards given their attainment on entry to the school. Pupils enter the school with a wide range of abilities and by the end of Key Stage 3 are achieving at a level well above the national average and this excellent achievement continues at Key Stage 4. All pupils are provided with many opportunities to excel and this is reflected not only in the school’s examination results but also in other areas of its work such as the arts and sport. Kings’ School - 8

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Aspect Comment

Attitudes to the school Pupils’ attitudes are excellent. Pupils come to school each day wanting to learn and with real enthusiasm. They speak about their school with pride.

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Aspect Comment

Behaviour, in and out of classrooms Pupils’ behaviour is predominantly excellent in and around the school. There are a small number of exclusions

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Aspect Comment

Personal development and relationships Pupils’ personal development is very good. Pupils respect each other and there is often a high level of debate between them. The relationships between different groups of pupils are excellent.

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Aspect Comment

Attendance Pupils’ attendance is well above average and their punctuality to lessons is excellent.

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Teaching of pupils: aged 11-14 years aged 14-16 years

Lessons seen overall Excellent Excellent Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged 11-14 years aged 14-16 years

The quality of teaching is exceptionally high. Pupils are taught consistently to either a very good or excellent standard. The quality of teaching is at least very good and predominantly excellent in all subjects. There has been a significant improvement to the good teaching noted in the last report. The quality of teaching is now at least satisfactory in all lessons seen; good or better in 92 per cent of lessons and very good or excellent in 74 per cent of lessons. Teaching of the very highest order was seen in 34 per cent of lessons. The excellent teaching provision brings about excellent learning. The teachers expect their pupils to achieve the very highest standards. The number of pupils in some classes is high, but this has no detrimental effect on the quality of learning, with many teachers turning the class size into an advantage by promoting greater competition between the pupils.

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Teaching of pupils: aged 11-14 years aged 14-16 years

The quality of learning is excellent; for example, revision questions are set for homework every week. All subjects match the content of their work exactly to the requirements of the examination syllabuses. Pupils are given a lot of homework, but this is fundamental in bringing about the very high standards at the school. Above all, however, the teachers believe that all pupils are capable of much higher achievement than their attainment on entry to the school would normally suggest. Kings’ School - 9

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Aspect Comment

The quality and range of the curriculum The curriculum is very good and provides pupils with opportunities to achieve high standards in all areas of their studies. Not enough opportunities are provided for pupils to practise and develop information technology in other subjects.

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Aspect Comment

Provision for pupils with special educational needs The school makes excellent provision for pupils with special educational needs and for pupils with physical disabilities. All these pupils are very well catered for and are fully integrated into the life of the school.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision is made for pupils’ personal development. There is excellent provision for pupils’ moral and social development and very good provision for spiritual and cultural development.

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Aspect Comment

How well the school cares for its pupils The school has excellent child protection procedures. There are excellent procedures in place for monitoring and supporting the development of individual pupils.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff The headteacher provides outstanding leadership and is very well supported by the senior management team and other key staff.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very good and supports the work of the school very well. It meets all its statutory requirements with the exception of providing a daily act of collective worship.

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Aspect Comment

The school’s evaluation of its performance This is an outstanding strength of the school. The school analyses every aspect of its work in minute detail and uses the information to ensure there is continual improvement.

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Aspect Comment

The strategic use of resources In every aspect, the school is constantly seeking to make the best use of the available resources and to provide the very best education for its pupils. The school provides excellent value for money.

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What pleases parents most What parents would like to see improved

• The very high standards achieved. • The very good progress that pupils make. • The provision for pupils with special educational needs. • The excellent attitudes and values that the school promotes. • The very good behaviour and attendance. • The very good progress that the school has made since the last inspection. • Pupils do not get the right amount of homework. • Parents are not kept well informed about how their child is getting on at school. • The school does not work closely with parents. Kings’ School - 10 The inspectors agree with all the very positive views expressed by the parents. The inspectors also agree that pupils get a substantial amount of homework. However, the homework is always relevant and is fundamental in bringing about the very high standards that the school achieves. Parents receive a good deal of information about the school. However, the annual written reports to parents on their child’s performance do not always inform parents about the achievements and progress that

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What pleases parents most What parents would like to see improved

their child has made. The school does work very closely with parents and is quick to involve them when concerns arise. Kings’ School - 11

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A great strength of the school is the regularity with which pupils are taught to either a very

good or excellent standard and this brings about excellent learning and achievement.

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A great strength of the school is the regularity with which pupils are taught to either a very

1. Pupils receive lessons that are consistently taught to either a very good or excellent standard. The teachers expect their pupils to achieve the very highest standards and this is observed in many aspects of their work. The tasks that are chosen are extremely demanding and are matched to the needs of all pupils, so that all pupils are extended regardless of their previous levels of attainment. Lessons regularly start with questions that test pupils’ previous knowledge and understanding of the topic, so that the teacher can quickly assess where to pitch the content of the lesson. The questions are particularly searching and ensure that pupils must think hard about their answers. Teachers ensure that pupils are able to argue their case rather than simply accepting a brief response. The planning of lessons is outstanding and promotes rapid learning on most occasions. Teachers use short-term targets very well and do not waste time in the

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A great strength of the school is the regularity with which pupils are taught to either a very

lessons. Deadlines are set and pupils know that these deadlines will be rigidly enforced and so work very hard to meet them. Activities are combined to serve more than one purpose. In physical education for example, warm-up routines are combined with practising footwork skills. The number of pupils in some classes is high, but this has no detrimental effect on the quality of learning, with many teachers turning the class size into an advantage by promoting greater competition between the pupils.

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A great strength of the school is the regularity with which pupils are taught to either a very

2. The attention paid to the consolidation of pupils’ learning is excellent. For example, revision questions are set for homework every week in mathematics; pupils must condense their own notes onto small cards to form their own revision booklets in religious education; and short tests are regularly used in many other subjects. All subjects match the content of their work exactly to the requirements of the examination syllabuses. In design and technology, for example, this approach has led to pupils successfully studying for GCSE in both design and technology and information technology in just half the recommended time. Pupils are given a substantial amount of homework, but this is fundamental in bringing about the very high standards at the school. Homework is used very well to extend the work covered in class and to ensure that pupils have a secure grasp of the work. Deadlines for homework and coursework are rigidly enforced, with

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A great strength of the school is the regularity with which pupils are taught to either a very

parents contacted immediately if such deadlines are not met. Above all, however, the teachers believe that all pupils are capable of much higher achievement than their attainment on entry to the school would normally suggest. The lower attaining boys, for example, are told that the only way that will not achieve a higher grade at GCSE in English is if they fail to arrive for the examination, whilst the highest attainers are stretched and entered for GCSE as early as the end of Year 10.

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A great strength of the school is the regularity with which pupils are taught to either a very

Pupils attain very high standards in all their subjects.

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A great strength of the school is the regularity with which pupils are taught to either a very

3. Pupils arrive at the school with levels of attainment that are broadly average, although there are both very high and very low attaining pupils who join the school in Year 7. By the age of 14, pupils achieve results in the national tests that are well above the national averages. The results in English place the school in the top five per cent of schools nationally. When the overall results for all three core subjects together are compared to schools with pupils from similar backgrounds, the school is in the top five per cent of schools nationally. This represents excellent progress in Years 7 to 9. Standards of attainment are well above average in most subjects and many of the highest attainers sit their GCSE examinations at the age of 14. The excellent rate of progress is continued throughout Years 10 and 11 and pupils leave the school with examination results that are well above the national average and place the school in the top five per cent of schools when

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A great strength of the school is the regularity with which pupils are taught to either a very

compared with schools with pupils from similar backgrounds. This is despite the school having pupils on roll that are older than other pupils in their year group are and whose results do not count towards the published statistics. A significant proportion of pupils sit GCSE AS level examinations in Year 11 and all achieve a pass. Results at GCSE are well above average in almost all subjects. These results represent excellent levels of achievement on the part of all pupils throughout the school and are confirmed by the standards observed in lessons. Kings’ School - 12 4. There are three elements that are of particular note in the high standards achieved by the school: the improvement in literacy skills; the improvement in numeracy skills and the achievements of boys. The school goes to great lengths to improve the pupils’ standards of both literacy and numeracy. All pupils receive regular literacy lessons at Key Stage 3. All teachers insist on correct

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A great strength of the school is the regularity with which pupils are taught to either a very

terminology when answering questions, both orally and in writing. Classrooms have large displays of words that pupils are expected to learn and use in their work and many teachers make use of support ‘frameworks’ that promote the development of writing skills. All pupils, including even the highest attainers, are expected to improve their levels of numeracy. The school numeracy scheme is carefully constructed to match levels of numeracy on entry to the school to those expected of the individual pupil after a given period of time. Pupils are tested on a regular basis and the results show a remarkable improvement in skills. This improvement has been brought about both by the specific numeracy lessons and by techniques such as mental arithmetic practise or all pupils being made to convert their test results to percentages. In the work seen in science in Year 9, for example, there was not a single mistake in any calculation on

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A great strength of the school is the regularity with which pupils are taught to either a very

The standards that boys attain have improved significantly.

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A great strength of the school is the regularity with which pupils are taught to either a very

5. The standards attained by the boys have improved rapidly from 45 per cent of boys gaining five or more passes at grades A* to C in 1995 to 80 per cent in 1999. The school realised that boys were underachieving and has put in place excellent strategies for improving boys’ performance. They have addressed this underachievement most successfully, to the extent that boys are now achieving at the same high level as the girls. Strategies have included: single sex groups, so that boys do not feel embarrassed when discussing topics such as romantic poetry; identifying syllabus content that boys find more interesting, such as weaponry in history and using activities where there are finite answers. Overall, however, the most important aspect is the school’s focus on creating a culture of success, where boys do not perceive achievement as “uncool”. This is typified by the formation of the “Gentlemen Scholars” group in English who are attaining well

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A great strength of the school is the regularity with which pupils are taught to either a very

above the level that would normally be expected given their levels of prior attainment.

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Pupils show a great enthusiasm for school and this is reflected in the well above average

6. Pupils demonstrate an excellent commitment to their studies and usually work extremely hard in lessons and at home. The large majority attends numerous extra lessons provided out of school hours for GCSE work. Behaviour in lessons is of the very highest standard, because pupils know that teachers expect the highest standards from them in all aspects of their performance. Pupils are very keen to answer questions in class and listen attentively to both the teacher and their peers. They take a great pride in their work and standards of presentation are very high. The culture of success that the school has successfully promoted has led to a healthy competitive spirit among the pupils, so that they are always keen to do their best in order to reach the top of the class. This is seen in the way that they are eager to receive their test results or their marks for homework and compare them with their neighbours’. This competitiveness does not prevent

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Pupils show a great enthusiasm for school and this is reflected in the well above average

them being proud of the achievements of other pupils. In an assembly, where GCSE mathematics certificates were presented to Year 10 pupils, there was sustained applause. The interaction between pupils with physical disabilities and other pupils is excellent and significantly enhances the personal development of all pupils.

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The headteacher provides outstanding leadership and demonstrates a single-minded pursuit

of excellence that permeates the school.

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The headteacher provides outstanding leadership and demonstrates a single-minded pursuit

7. The headteacher is well supported by other members of the senior management team in his single-minded pursuit of excellence. This has lead to all staff sharing a collective determination to achieve the highest possible standards for their pupils. The highly organised systems for monitoring and evaluating the quality of teaching in the school lead to each teacher being awarded marks for their performance in the classroom. These results are discussed and each teacher is expected to improve their mark or maintain existing high standards. This has lead to a continued improvement in the quality of teaching from the good level observed at the time of the previous inspection to the excellent teaching now observed in the school. Delegation is used Kings’ School - 13 exceptionally well, with all posts of responsibility clearly linked to improving standards. For example, teachers with pastoral responsibilities also take the lead in the numeracy project or the

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The headteacher provides outstanding leadership and demonstrates a single-minded pursuit

project to raise the attainment of the boys.

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The headteacher provides outstanding leadership and demonstrates a single-minded pursuit

8. The systems for evaluating the school’s performance are comprehensive. The school is rich in data and uses this exceptionally well to improve the standards that it achieves. Examination results are examined in minute detail to determine where improvements could be made and result in, for example, changing an examination syllabus or teaching the content in a different way. The headteacher sets strict guidelines for the school’s performance, such as pupils not taking holidays during school time in Year 11 or adherence to rules on uniform, and expects parents, pupils and teachers to work together in enforcing them. The success of this firm approach is clear in improving attendance and the pride that pupils take in their appearance. The governing body sets very challenging targets for the school’s performance and these are met or exceeded year-on-year.

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The headteacher provides outstanding leadership and demonstrates a single-minded pursuit

The quality of financial planning and control is excellent.

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The headteacher provides outstanding leadership and demonstrates a single-minded pursuit

9. The school receives broadly average funding and enhances this considerably through its own efforts. For example, the school runs its own catering service. This service produces school meals of exceptionally high quality at low cost to pupils. The number of pupils taking school meals has increased and the school now makes sufficient profit to be able to employ an additional teacher. A similar situation exists with the swimming pool and the “Astroturf” pitch. The careful management of the school’s budget has led to the school building up sufficient funds to pay for the building work required for new classrooms and to enhance the information and communication technology facilities. The headteacher and governors go to great lengths to ensure that best value is obtained for all expenditure. All developments are carefully costed and their impact on standards considered before proceeding. The outcomes of expenditure are

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The headteacher provides outstanding leadership and demonstrates a single-minded pursuit

thoroughly evaluated and the results used to inform future decisions. The success of these procedures is clearly seen in the outstanding value for money provided by the school.

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Pupils do not make as good progress in information technology as they do in other subjects

10. Although standards in information technology are broadly in line with the level expected by the age of 14, they are not as high as they could be. There are two main causes for this slower progress compared to other subjects. Firstly, the work planned for the lessons in Year 7 is not as comprehensive as in other subjects and more could be taught in the time available. Secondly, pupils do not make sufficient use of information and communication technology in their other subjects. This is mainly because there are not enough computers in the school to meet demands. The school already has plans to increase the number of computers available to pupils.

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The annual written reports to parents on their child’s performance do not always inform

parents about the achievements and progress that their child has made.

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The annual written reports to parents on their child’s performance do not always inform

11. In the responses to the parents’ questionnaire, a significant minority of parents was not happy with the information that they receive on their child’s progress. The scrutiny of reports confirmed that comments are bland in some subjects. They fail to adequately describe what pupils have learnt or to evaluate the progress that the pupils have made, tending instead to comment on attitude and effort.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Kings’ School - 14 To raise further the standards of work and the quality of education provided, the governors and senior management team should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve pupils’ progress in information technology at Key Stage 3 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Increasing the amount of information technology taught in lessons (para 10); • Increasing the ratio of computers to pupils to allow all subjects to make greater use of information technology (para 10).

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the quality of the annual written reports to parents on their child’s attainment and progress by ensuring all subjects clearly report on the attainment and progress of pupils (para 11). Kings’ School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 19

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

34 40 18 8 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Y7 – Y11 Sixth form

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Information about the school’s pupils

Number of pupils on the school’s roll 1504 N/A

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 86 N/A

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Information about the school’s pupils

Special educational needs Y7– Y11 Sixth form

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Information about the school’s pupils

Number of pupils with statements of special educational needs 30 N/A

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 310 N/A

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 13

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 0

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 0

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Attendance

National comparative data 7.7 National comparative data 1.1 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Kings’ School - 16

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Attainment at the end of Key Stage 3

Number of registered pupils in final year of Key Stage 3 for the latest reporting year 1999 140 123 263

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Attainment at the end of Key Stage 3

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 3

Boys 112 109 98 Numbers of pupils at NC level 5 and above Girls 102 98 90

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Attainment at the end of Key Stage 3

Percentage of pupils School 82(82) 79(74) 71(72) at NC level 5 or above National 63(65) 62(60) 55(56)

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Attainment at the end of Key Stage 3

Percentage of pupils School 62(58) 65(58) 47(41) at NC level 6 or above National 28(35) 38(36) 23(27)

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Attainment at the end of Key Stage 3

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 3

Boys 126 113 105 Numbers of pupils at NC level 5 and above Girls 114 98 96

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Attainment at the end of Key Stage 3

Percentage of pupils School 92(84) 82(79) 77(77) at NC level 5 or above National 64(62) 64(64) 60(62)

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Attainment at the end of Key Stage 3

Percentage of pupils School 68(64) 59(61) 46(45) at NC level 6 or above National 31(31) 37(37) 28(31)

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Attainment at the end of Key Stage 3

Percentages in brackets refer to the year before the latest reporting year. Kings’ School - 17

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Attainment at the end of Key Stage 4

Number of 15 year olds on roll in January of the latest reporting year 1999 98 103 201

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Attainment at the end of Key Stage 4

GCSE results 5 or more grades A* to C 5 or more grades A*-G 1 or more grades A*-G

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Attainment at the end of Key Stage 4

Boys 80 93 93 Numbers of pupils achieving the standard specified Girls 82 101 103

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Attainment at the end of Key Stage 4

Percentage of pupils achieving School 81(70.6) 97(95) 98(97) the standard specified National 46.3(44.6) 90.7(89.8) 95.7(95.2) Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 4

Average point score School 54(49) per pupil National 37.8(36.8) Figures in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 4

Vocational qualifications Number % success rate

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Attainment at the end of Key Stage 4

Number studying for approved vocational qualifications or units and School N/A N/A the percentage of those pupils who achieved all those they studied National N/A Kings’ School - 18

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 2 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups This table gives the number of exclusions, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Qualified teachers and classes: Y7 – Y11

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 71.8 Financial year 1998/99

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Teachers and classes Financial information

Number of pupils per qualified teacher 20.9 FTE means full-time equivalent. £

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Teachers and classes Financial information

Education support staff: Y7 – Y11 Total income 2763095

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Teachers and classes Financial information

Total number of education support staff 12 Total expenditure 2677223

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Teachers and classes Financial information

Total aggregate hours worked per week 792 Expenditure per pupil 2058

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Teachers and classes Financial information

Balance brought forward from previous year 433764

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Teachers and classes Financial information

Deployment of teachers: Y7 – Y11 Balance carried forward to next year 519636 Percentage of time teachers spend in contact with classes 72.4

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 49 46 4 1 1

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Percentage of responses in each category

Behaviour in the school is good. 42 51 4 1 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 28 54 13 3 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 29 50 17 4 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 50 41 6 2 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 69 30 1 0 0

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Percentage of responses in each category

The school works closely with parents. 29 46 17 4 4

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Percentage of responses in each category

The school is well led and managed. 53 39 4 1 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 47 46 4 1 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 48 42 5 0 4

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