Kingswood Academy has achieved the Inclusive School Award with Flagship status.
Kingswood Academy is part of the Academies Enterprise Multi Academy Trust and through long term school improvement, led by the current Headteacher, student numbers at the academy have grown in size year on year. The Headteacher has built a team full of expertise. Senior leaders work in unity, supporting one another across different areas of the school. All staff are fully invested in the academy vision and mission, working as a cohesive team with a collective responsibility to their students. The assessor found all staff to be knowledgeable and enthusiastic about the academy.
The school serves two distinct communities which has brought about a shift in culture to a ‘zero warnings’ approach, setting high standards and a strong promotion of character development from the outset. High standards and expectations of students are felt throughout all aspects of academy life, alongside the high levels of support, compassion and care. This strong culture of academic excellence through high quality pastoral care and support has resulted in positive Progress 8 results and Attainment results above the national average.
Kingswood Academy’s ‘Key Drivers’ underpin all areas of the students’ experience of academy life. Their principles for excellence are central to all that they do and can be felt throughout the academy. Leaders’ mission is to ensure that the development of a student’s character is as important as the academic results they leave with, can be seen throughout the curriculum and extracurricular opportunities offered to the students at Kingswood. The academy strives to develop students’ character and cultural awareness and through the Student Experience Passport, students participate in activities beyond the classroom.
Cultural Inclusion
The Character Education programme is followed by all students and has been designed to teach students a wide range of skills to allow them to succeed in the world around them. The impact on the academy’s focus on supporting the whole child was evident during the assessor’s discussions with students. Students talked about cultural inclusion. Flags from over 100 nationalities hang proudly in the central area of the school. One student spoke with pride about showing her family the flag stating she feels ‘seen’ and was proud to be able to show her family around the academy. Students discussed leadership opportunities across the academy and the link to careers. Students not only feel prepared for the next stage in their education journey but are excited to enter to world beyond school. Students used the phrase ‘world class’ to describe their education. Students told the assessor they feel cared for in school and that their voices are heard. It was a privilege for the assessor to spend time with the students and to listen to their experiences. From playing Oliver in the academy play, to participating in sporting events, students love being a part of the academy, and hold their teachers in high regard.
Leaders’ vision to deliver a ‘world class’ education for all is demonstrable in every classroom. The assessor spent time over the course of the day visiting every area of the school, across differing times of the day, and the dedication to the consistency of high expectations, ensuring no learning time is wasted, was truly remarkable. In all lessons students were actively engaged, always demonstrating active listening. The assessor did not experience any disruption. Students enjoy the high expectations and rise to all occasions and opportunities to demonstrate that they want to be in the academy achieving.
High Standards of Teaching
Policies and procedures are lived and breathed, and the assessor could clearly see the ‘Kingswood Teaching and Learning Standards’ in action. Students across all key stages could articulate the methods used by the academy to ensure they are receiving high standards of teaching throughout every lesson. ‘Everything we do is important – there are no shortcuts or tick boxes.’
Leaders do not allow inadequate teaching to ‘rumble on’ and are responsive to staff training and CPD needs which will benefit the progression and experience that students receive in the classroom. The assessor experienced this through the academy’s open door policy and culture of feedback and improvement. CPD is robust and starts from the moment adults are employed to work at the academy. The culture of feedback through regular lesson drop-ins, teaching triads and the expert use of IRIS, drives improvement. All staff want to be the best and deliver the highest standards for the benefit of all students.
During the day, the assessor was able to experience these standards first hand as students arrived for the school day, ready and excited to learn. All students followed the academy expectations of high standards of uniform and preparedness for the day ahead. The assessor spoke to students from different year groups as they entered the school and each student was proud to talk about the academy. The feeling of support and security of knowing you are in the best care washes over you as you enter the building. Staff are visible and openly caring of students and their needs. Leaders have ensured that planning for the day is detailed and staff are utilised at all times with the sole aim of ensuring students are supported throughout the day.
A School Children Want to Attend
The provision for support is outstanding and has been given the same level of detail and attention as other areas across the academy. The academy’s Horizon provision for students who need an alternative from the mainstream allowing them to ‘reset’ patterns of behaviour, is well resourced. Leaders understand that students with the greatest need require expert teaching. The success of the provision lies in the staff and the culture that continues from the mainstream. Students are included and have staff who do not excuse their behaviour. Instead, the expectations in the academy’s provision are as high as they are across the rest of the school. This is because staff care and believe all children deserve the same high standard of education. The success of the provision alongside the robust quality assurance of external provisions, has meant the academy has not resorted to suspending a student since last academic year. Leaders argue that although they are not adverse to suspensions, they do not believe any child benefits from time out of education. This culture of excellence and high standards has then meant that strategies such as suspension have not been needed.
The enrichment opportunities on offer before, during and after the school day make Kingswood Academy a school that children want to attend. This is again demonstrated through students’ attitudes towards attendance and behaviour. Students want to be in school because it gives them a sense of identity and belonging which ensures they have the opportunity and experience to try new things. During the day the assessor visited the academy’s onsite ‘farm’ where students cared for the animals independently. The academy’s miniature railway club was buzzing with excitement as students took meticulous care in setting the landscape around the train track. Across the academy, what would traditionally be seen as ‘dead’ space in secondary school corridors has been utilised to provide the students with reading nooks and art galleries. There are no barriers to this offer as all enrichments are fully funded by the academy.
Through a consistent approach and strong leadership, leaders have ensured an outstanding academy where students are prepared for adulthood. The culture that has been created permeates throughout every area, every staff member and every student in the academy.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: [email protected] for further details.
Want more information on the IQM Award? Click here to request your free IQM information pack.