Christ The King College

Strengths

• Pupils achieve broadly in line with national averages and achievement has improved over time.
• Pupils with SEND receive effective support and achieve well from their starting points.
• Disadvantaged pupils are well supported and barriers to learning are overcome.
• The curriculum is ambitious, well sequenced from Year 7 to Year 13, and supported by strong subject knowledge.
• Leaders have a clear understanding of curriculum and teaching effectiveness and take well-considered improvement actions.
• Inclusion is a high priority, with pupils feeling well known and that they belong.
• Leaders use effective systems to identify SEND barriers and adapt learning so pupils access the same curriculum as peers.
• Leadership and governance are strong, with governors providing both accountability and support.
• Staff feel well supported, and leaders consider workload and wellbeing.
• The personal development curriculum is coherent, well sequenced and helps pupils become kind, resilient and caring.
• Pastoral care is sophisticated and effective, supporting pupil wellbeing.
• Careers education is highly effective and inclusive from Year 7 to Year 13.
• Extracurricular activities and trips are well considered and inclusive, including for pupils with SEND and disadvantaged pupils.
• Post-16 provision is inclusive and ambitious, with high-quality teaching and strong destinations.
• Behaviour routines are highly effective, pupils are respectful, and bullying is rare.
• Pupils feel safe and are confident that leaders will address their concerns.
• Safeguarding standards are met.

Areas for Improvement

• Attendance remains below the national average.
• Persistent absence is above the national average.
• Attendance improvements are not yet consistent across all groups, particularly disadvantaged pupils and pupils with SEND.
• Leaders' attendance strategies are appropriate but too early to show sustained impact.
• Checking for understanding is not consistently implemented across subjects.
• A minority of pupils, including those with barriers to learning, develop gaps in understanding.
• The pupil premium strategy is effective but not yet as precise as the SEND support process.

• Primary Schools
• Secondary Schools