School etc

ARK Kings Academy

ARK Kings Academy
Shannon Road
Kings Norton
West Midlands

phone: 0121 4594451

acting headteacher: Mr Roger Punton


school holidays: via Birmingham council

238 pupils aged 11—15y mixed gender
800 pupils capacity: 30% full

125 boys 53%


110 girls 46%


Last updated: Oct. 2, 2014

Secondary — Academy Sponsor Led

Education phase
Establishment type
Academy Sponsor Led
Establishment #
Open date
Sept. 1, 2012
Reason open
New Provision
OSGB coordinates
Easting: 404755, Northing: 277790
GPS coordinates
Latitude: 52.398, Longitude: -1.9315
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 24, 2014
Region › Const. › Ward
West Midlands › Birmingham, Northfield › Kings Norton
Urban > 10k - less sparse
Admissions policy
Free school meals %
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in Birmingham

Schools nearby

  1. Kings Norton High School B389DE
  2. 0.1 miles Primrose Hill Community School B389DH
  3. 0.1 miles ARK Rose Primary Academy B389DH (208 pupils)
  4. 0.3 miles St Paul's Catholic Primary School B389JB (222 pupils)
  5. 0.3 miles Cadbury Sixth Form College B388QT
  6. 0.4 miles Hawkesley Anglican Methodist Church Junior School B389TR
  7. 0.4 miles Hawkesley CofE and Methodist Infant School B389TR
  8. 0.4 miles Hawkesley CofE/Methodist Primary School B389TR
  9. 0.4 miles Hawkesley Church Primary Academy B389TR (235 pupils)
  10. 0.8 miles Kings Norton Junior and Infant School B303EU (409 pupils)
  11. 0.8 miles Fairway Primary School B388XQ
  12. 0.8 miles Fairway Primary School B388XQ (198 pupils)
  13. 1 mile Kings Norton Nursery School B388SY (104 pupils)
  14. 1 mile West Heath Infant School B388HU
  15. 1 mile West Heath Junior School B388HU
  16. 1 mile Broadmeadow Junior School B303QJ (214 pupils)
  17. 1 mile Broadmeadow Infant School B303QJ (219 pupils)
  18. 1 mile West Heath Primary School B388HU (369 pupils)
  19. 1.1 mile Wychall Farm Junior School B313EH
  20. 1.1 mile Wychall Farm Infant School B313EH
  21. 1.1 mile St Thomas Aquinas Catholic School B388AP (1206 pupils)
  22. 1.1 mile Wychall Primary School B313EH (418 pupils)
  23. 1.2 mile Bells Farm Junior and Infant School B145QP (198 pupils)
  24. 1.2 mile St John Fisher Catholic Primary School B313PN (207 pupils)

List of schools in Birmingham

13 January 2015
Roger Punton
ARK Kings Academy
Shannon Road
Kings Norton
B38 9DE
Dear Mr Punton

Requires improvement: monitoring inspection visit to ARK Kings Academy

Following my visit to your school on 12 January 2015, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

inspection findings. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in September 2014. It was carried
out under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The academy should take
further action to:

 refine the academy improvement plan so that targets and actions for raising

the achievement of different groups of students, including disadvantaged
students, are explicitly stated

 ensure that the improvement plan includes measurable success criteria and

milestones against which progress towards these goals can be checked

 evaluate the information about the achievement of student groups, including

that of disadvantaged students more rigorously

 continue to embed initiatives to improve students’ writing and teachers’

marking and ensure that all teachers insist on high standards of presentation
from students.

Serco Inspections
Colmore Plaza
20 Colmore Circus
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T: 0121 679 9163
Direct email:


During the inspection, meetings were held with the principal, senior and middle
leaders, the Chair of the Governing Body and one other governor to discuss the
action taken since the last inspection. I spoke by telephone to the Director of
Education Support for ARK Schools, the academy sponsor. The academy
improvement plan was evaluated. I undertook brief visits to a number of lessons
accompanied by academy leaders and looked at examples of students’ work. A range

of the academy’s documents and records were also examined.


Since the previous inspection, the senior leadership team has been restructured to
align their roles and responsibilities more directly to the academy’s areas for

Main findings

The principal, governors, academy sponsor and leaders are ambitious for the
academy to become a good school. They have responded quickly to the areas for
improvement identified in the previous inspection.
The academy improvement plan has been rewritten so that it focuses on the areas
for improvement raised in the previous inspection. Some success criteria need to be
refined so that they are measurable, and milestones offered in order that leaders
can be sure that they are on track to be successful in their actions. The plan also
needs to state more clearly how the academy will tackle the weaker achievement of
some groups of students, including that of disadvantaged students, girls, the most-
able and those students for whom English is an additional language.
Leadership at all levels is being developed. The roles and responsibilities of senior
leaders have been reallocated so that they are more clearly accountable for areas of
the academy’s improvement. Senior leaders provide increased support to middle
leaders. Regular meetings ensure that middle leaders focus more directly on what

they need to do to make a difference to students’ achievement. A number of senior

and middle leaders are now undertaking training on accredited courses. The support
of ARK network leads and other training opportunities from within the ARK network
has further strengthened the skills of subject leaders.
Recent training for teachers has focused on the weaknesses identified in the
previous inspection. The impact of this training was seen in a number of classrooms
in which teachers were using ‘exit passes’ to assess the understanding of students at
the end of lessons, to inform planning for the next lesson. Senior leaders check the
quality of teaching systematically and rigorously so that they can identify areas of
good practice, gauge the impact of training and establish the next steps to take. The

academy’s records show that some teaching is improving as a result, but too much

teaching still requires improvement. Increasingly, subject leaders are playing a role
in checking the work of their teams, for example through regular work scrutiny and
lesson walk-throughs, but these procedures need embedding.
Standards of marking are beginning to be more consistent. Best practice in the
academy has been shared and is increasingly adopted. More, but not yet all,
teachers check that students follow-up and act on the comments that are made on
their work. Some teachers do not ensure that all students present their work well.
Students are producing extended writing more regularly than they have done in the
past. Leaders have introduced a system so that teachers can assess and track how

well students’ writing skills are developing. Teachers now need further training in

order to understand how they can better help students to make progress in these

The academy’s records suggest that the achievement of current Year 11 students is

set to improve on the gains made in GCSE results in the previous academic year.
These records also show the positive impact of actions taken to raise achievement in
some subjects where achievement has been significantly below average in the past.
However, at Key Stage 3, progress is still too slow for some year groups in English
and mathematics.
Leaders do not always analyse and evaluate the achievement of groups of students
well enough. For example, there is not enough focus on tracking the progress of
disadvantaged students in English and mathematics in relation to other students in
the academy and nationally. This means it is difficult for leaders to be sure that the
gaps between the achievement of disadvantaged students and others are closing.

The academy’s records show that behaviour is improving in lessons and there is a

strong focus on developing better attitudes to learning. In the lessons visited, the
majority of students were focused on their work. However, some students still
present negative behaviours, such as calling out to the teacher, or struggle to stay

on-task without the support of their teacher. Although leaders are taking actions to

raise attendance and reduce exclusions, attendance, while better than last year, still
requires improvement and exclusions remain too high.
Governors ask probing questions so that they can be sure that the academy is
improving. The Chair of the Governing Body and principal attended Ofsted’s ‘Getting
to Good’ seminar on 12 December 2014 and this has resulted in a better awareness
of the actions that the academy can take to become a good school. Governors now
sit on attendance panels so that they are more directly involved in monitoring and
supporting this area for improvement. As yet, the appointment of a parent governor
has not been successful.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.

External support

The academy sponsors, ARK, provide strong challenge and support for the academy.
Two monitoring visits by the academy sponsors have taken place since the previous
inspection. The sponsor holds regular meetings with academy leaders to ensure that
improvement plans are having an impact. Expertise from within the ARK network has
provided effective support for the principal and other leaders, and delivered training
to teachers to address improvement priorities.

I am copying this letter to the Chair of the Governing Body, the Director of Children’s
Services for Birmingham local authority and as below.

Yours sincerely
Chris Chapman

Associate Inspector

The letter should be copied to the following:

 Appropriate authority - Chair of the Governing Body
 Local authority – including where the school is an academy
 For academies [ reveal email: Caus…]

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