Kingstone High School

Overview

Kingstone High School provides a “supportive and caring environment” where staff know every pupil by name. While the overall judgement of “good” remains unchanged, the report notes that the grade “might not be as high if a graded (section 5) inspection were carried out now,” triggering a future graded inspection. The school has taken “decisive action” to address previous declines in behaviour and outcomes for disadvantaged pupils.

Strengths

• Pupils feel safe, valued, and demonstrate “high levels of attendance” in this inclusive setting.
• The curriculum has been relaunched to “build pupils’ knowledge logically over time,” with teachers using strong subject knowledge to sequence tasks effectively.
• Reading is a clear priority; staff identify gaps with precision, enabling pupils to “read fluently for sustained periods” and improving confidence.
• Personal development is “well-constructed,” offering diverse experiences like theatre visits and farm trips that “enrich and widen their horizons.”
• Staff report high well-being, appreciating the school’s “determination to improve the curriculum and behaviour.”

Areas to improve

• Teachers must adapt tasks better for pupils with SEND, as inconsistent adjustments cause some to “struggle with their work” and lose focus.
• Assessment strategies need improvement; checking understanding is “inconsistent across subjects,” meaning teachers are not always alert when pupils are stuck.
• A small number of pupils continue to misbehave; the school must ensure staff use behaviour systems consistently and provide necessary support to help these pupils regulate.

Safeguarding

The report states that “the arrangements for safeguarding are effective.”