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ARK Kings Academy Shannon Road, Kings Norton, Birmingham, B38 9DE

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ARK Kings Academy Shannon Road, Kings Norton, Birmingham, B38 9DE School report ARK Kings Academy Shannon Road, Kings Norton, Birmingham, B38 9DE Inspection dates 24–25 September 2014 Previous inspection: Not previously inspected N/A Overall effectiveness This inspection: Requires improvement 3 Leadership and management Requires improvement 3 Behaviour and safety of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Achievement of pupils Requires improvement 3 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because Not enough students make good progress in their Students’ progress in writing is not good. studies because, although improving, the standard Behaviour in lessons is not good when teaching is of teaching has not been good enough over time less engaging. for all students to reach the levels of achievement Attendance is below average and actions taken to of which they are capable. improve it have not been effective enough. When teachers plan their lessons, they do not Exclusions remain significantly higher than the make enough use of information they have about national average. what students know and can do to make sure the Actions recently taken by academy leaders to work is matched to the needs of all learners. improve achievement, through closer monitoring of Teachers do not check thoroughly exactly how teaching, making better use of information about much students understand and, on occasion, students’ progress and making subject leaders teachers’ expectations of how quickly their responsible for the work of their teams have not students can learn are too low. had the consistent impact intended. Teachers’ marking does not always lead to improvements in students’ work. The school has the following strengths The new Principal has a clear vision for the Teaching assistants are well deployed in supporting academy and his ambitions are shared by the learning of students who are disabled or who students, parents and staff. The impact is have special educational needs. demonstrated by the recent improvements in The academy is improving the achievement of GCSE results and in improvement in students’ students who are disadvantaged or who are reading skills. disabled or have special educational needs. Teachers have strong relationships with students Students’ behaviour around the academy, including and parents. Students say they appreciate the at breaks and lunchtimes is calm and purposeful. support they receive. The academy sponsor provides good support and challenge to academy leaders and teachers. Inspection report: ARK Kings Academy, 24–25 September 2014 2 of 10 Information about this inspection Inspectors observed parts of 27 lessons across all year groups, of which 7 were seen jointly with senior leaders. The work in students’ books was evaluated. They also made short visits to a sample of lessons to talk to students about their learning. In addition, inspectors visited assemblies, lunchtime activities and tutor periods. The inspection team observed the behaviour of students as they arrived at the academy, during lesson changeovers, at break and lunchtimes, as they left the academy premises at the end of the day as well as in lessons. Account was taken of the results of the academy’s own questionnaire given to parents as there were insufficient responses to the online questionnaire, Parent View, for these to be taken into account by inspectors. Inspectors met with parents who visited the academy to speak with the inspection team. Inspectors looked at important documents including examination results and records of students’ assessment. They scrutinised the academy’s policies and procedures for safeguarding and child protection. They examined records relating to behaviour and attendance and looked at documents used by leaders and governors to check the work of staff at the academy. Inspectors met with groups of students of different ages, abilities and backgrounds. They discussed achievement, teaching, behaviour, safety and how students are prepared for life in modern Britain. Meetings were held with the Principal, academy leaders, including heads of subject and the special educational needs coordinator, governors including the Chair of the local Governing Body and representatives of the academy sponsor, ARK. Inspection team Peter Humphries, Lead inspector Her Majesty’s Inspector Dorothy Martin Additional Inspector Inspection report: ARK Kings Academy, 24–25 September 2014 3 of 10 Full report Information about this school ARK Kings Academy opened in September 2012 and is sponsored by ARK Schools. The academy is smaller than the average-sized secondary school. The proportion of students supported through a statement of special educational needs or the new education, health and care plans or those who receive special educational needs support is above average. There are no students with an education, health and care plan. The proportion of disadvantaged students eligible for the pupil premium is much higher than average. Student mobility, the number of students who leave or join the academy during the academic year, is higher than average. 43 per cent of the students leaving the academy last year had not started their education at ARK Kings Academy. Almost two thirds of the students are from White British backgrounds, a smaller proportion than average. Approximately a tenth of the students are from Black or Black British African backgrounds. The proportion of students who speak English as an additional language is higher than the national average. The proportion of more-able students entering the academy is small and well below national figures. Provision for students on alternative programmes, predominantly to support social and emotional difficulties, is arranged through the south Birmingham area network and the Reach Free School. Schools working in collaboration with ARK Kings Academy to support students with social and emotional difficulties include Harborne Academy, Baverstock Academy and Turves Green Boys’ and Girls’ schools. Two students with medical conditions are currently educated at the James Brindley School. The academy does not have a sixth form. There are plans to open a sixth form after September 2017. The academy meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress in English and mathematics. What does the school need to do to improve further? Improve the quality of teaching so that it is consistently good or better by ensuring all teachers: use the information about students’ knowledge, skills and understanding of key concepts to prepare learning activities that address their individual learning needs and capabilities mark students’ work and provide feedback that leads to measurable improvement check the students’ understanding more rigorously to identify and resolve misconceptions and misunderstandings develop students’ resilience in problem solving, particularly in mathematics. Improve the quality of leadership and management so that actions have the intended impact by: evaluating the effect of teaching on the students’ learning and progress and identifying good practice that is shared with staff ensuring subject leaders are clear about their roles and responsibilities and further develop their skills in checking the work of their teams so that they are able to drive forward improvements in learning, teaching and students’ behaviour working closely with families to improve the attendance and behaviour of the students who do not attend school regularly enough or who have a high number of fixed term exclusions ensuring all teachers use consistent approaches to develop students’ writing skills. Inspection report: ARK Kings Academy, 24–25 September 2014 4 of 10 Inspection judgements The leadership and management requires improvement Although there have been recent important changes, these have not had long enough to produce a sustained improvement in students’ progress. Leaders have not yet secured consistently good teaching across different year groups and subjects to ensure that all students make good progress. There are still inconsistencies in the implementation of recent changes. For example, not all teachers are checking students’ understanding in order to appropriately modify their lessons. There is inconsistency in the way teachers mark students’ work and provide feedback that helps students improve their work. The effectiveness of subject leaders in bringing about improvements to the quality of learning and teaching and students’ behaviour is variable and the monitoring and evaluation of the team for which they are responsible is inconsistent. Academy leaders ensure students feel safe and understand how to resist the temptations to act in a way that is unlawful or anti-social. However, students’ behaviour in a number of lessons requires improvement and students’ attendance, while improving, is lower than national figures. Leaders have quite rightly recognised the need to invest in high-quality training and coaching for all staff to ensure teaching improves. However, not enough is done to identify and share the good practice that already exists within the academy, particularly in mathematics. Senior leaders have an accurate understanding of the academy’s strengths and areas for improvement. However, the academy improvement plan does not have milestones against which the academy’s progress can be measured or when monitoring and evaluation of actions will take place. The
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