School etc

Kingswood College of Arts Closed - for academy June 30, 2013

see new Kingswood Academy

Kingswood College of Arts
Wawne Road

phone: 01482 *** ***

headteacher: Mrs Nicole Swallow

reveal email: adm…


school holidays: via Kingston upon Hull council

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Open date
Sept. 8, 1999
Close date
June 30, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 510344, Northing: 434861
GPS coordinates
Latitude: 53.798, Longitude: -0.32618
Accepting pupils
11—16 years old
Ofsted last inspection
June 19, 2012
Region › Const. › Ward
Yorkshire and the Humber › Kingston upon Hull North › Bransholme East
Urban > 10k - less sparse
Admissions policy
Main specialism
Arts (Operational)
Investor in People
Committed IiP Status
Trust school
Is supported by a Trust
The Kings College of Arts Trust
Fresh start
Fresh Start
Learning provider ref #

rooms to rent in Hull

Schools nearby

  1. Perronet Thompson School HU74WR
  2. Kingswood Academy HU74WR (599 pupils)
  3. 0.3 miles Northcott School HU74EL (115 pupils)
  4. 0.4 miles Cleeve Primary School HU74JH
  5. 0.4 miles Cleeve Primary School HU74JH (460 pupils)
  6. 0.5 miles Highlands Primary School HU75DD
  7. 0.5 miles Highlands Primary School HU75DD (487 pupils)
  8. 0.6 miles Broadacre Primary School HU75YS (357 pupils)
  9. 0.6 miles Bude Park Primary School HU74EY
  10. 0.6 miles Bude Park Primary School HU74EY (270 pupils)
  11. 0.7 miles Kinloss Primary School HU74LY
  12. 0.7 miles Kinloss Family Resource Centre HU74LY
  13. 0.8 miles The Dales Primary School HU75DS
  14. 0.8 miles Ashwell Pupil Referral Unit HU75DS
  15. 0.8 miles Ashwell Pupil Referral Unit HU75DS (22 pupils)
  16. 0.9 miles Biggin Hill Primary School HU74RL
  17. 0.9 miles Coleford Primary School HU74QA
  18. 0.9 miles Horton House School HU75YY (31 pupils)
  19. 0.9 miles Biggin Hill Primary School HU74RL (596 pupils)
  20. 1.1 mile St Mary Queen of Martyrs RC Primary School HU74BS (356 pupils)
  21. 1.1 mile Kingswood Parks Primary School HU73JQ
  22. 1.1 mile St Mary Queen of Martyrs RC Primary School HU74BS
  23. 1.2 mile Sutton Park Primary School HU74AH
  24. 1.2 mile St Andrew's Church of England Voluntary Aided Primary School HU74BL (647 pupils)

List of schools in Hull

13 June 2013
Mr Bob Dore
Kingswood College of Arts
Wawne Road
Dear Mr Dore

Special measures monitoring inspection of Kingswood College of Arts

Following my visit with Lyn Field, Additional Inspector, to your school on 11 and 12
June 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s
Services and Skills to confirm the inspection findings. Thank you for the help you
gave during the inspection and for the time you made available to discuss the

actions which have been taken since the school’s previous monitoring inspection.

The inspection was the third monitoring inspection since the school became subject
to special measures following the inspection which took place in June 2012. The full
list of the areas for improvement which were identified during that inspection is set
out in the annex to this letter. The monitoring inspection report is attached.
Having considered all the evidence I am of the opinion that at this time the school is
not making enough progress towards the removal of special measures.

Newly qualified teachers may not be appointed.

This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Governing Body and the Corporate Director, Adults, Children

and Family Services for the City of Kingston-upon-Hull local authority.

Yours sincerely
Tanya Harber Stuart

Her Majesty’s Inspector

CfBT Inspection Services
Suite 22
West Lancs Investment Centre
Maple View
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01695 566933
Direct F 01695 729320
Direct email: reveal email: ggle…


The areas for improvement identified during the inspection which took
place in June 2012.

 Rapidly improve the quality of teaching and learning in all subjects, particularly in

English and mathematics, to raise attainment and accelerate progress by:

- ensuring that all lessons suitably challenge and engage all students in

appropriate activities

- adapting learning activities in response to students’ different rates of progress
- raising teachers’ expectations of the capabilities of all students
- improving the regularity, quality and effectiveness of marking and feedback to

all students so that they understand how to improve their work

- making sure that all staff take responsibility for developing literacy and

numeracy in their lessons

- ensuring that staff adopt and implement a consistent approach to the

management of students’ behaviour in lessons.

  • Urgently improve the standard of behaviour throughout the college by:
    - ensuring that all staff take full responsibility for securing students’ high
    standards of behaviour around the college site
    - guaranteeing that all students are aware of the need for an orderly
    community and that they understand how to respect and value others’
  • Improve swiftly the attendance of all students so that it is at least in line with the
    national average.
  • Swiftly develop leadership and management at all levels by:
    - making sure that leaders and managers have the requisite skills and abilities
    in order to monitor and evaluate accurately the quality of provision overall
    and in particular subject areas
    - ensuring that leaders and managers at all levels rapidly improve their
    understanding of and accountability for the implementation and embedding of
    college systems and procedures
    - increasing the pace of improvement so that planned actions have a positive
    impact on all students’ life chances.
    Report on the third monitoring inspection on 11 and 12 June 2013.
    Inspectors observed the school’s work, scrutinised documents and met with the
    headteacher, members of the senior leadership team, middle leaders, a group of
    staff, a group of students, and staff involved in the monitoring of attendance and
    behaviour. Meetings were held with the Chair of the Governing Body and a
    representative from the local authority. The inspection team observed 18 lessons, all
    of which were joint observations with members of the senior leadership team and
    middle leaders. Short visits were made to seven other lessons, with a member of the
    senior leadership team, to review the quality of marking in books.
    The present headteacher took up post in April 2013. The head of technology took up
    post at Easter 2013. Due to budget constraints some staff will be leaving the school
    for September 2013.
    The school is in negotiation with a proposed academy sponsor with the aim of
    converting to a sponsored academy in the near future. The plans for the school to
    change its status to become an academy are highly advanced.
    Achievement of pupils at the school
    Attainment is rising, but it is rising too slowly. Students’ attainment, especially in
    science and design technology, at the end of Year 11, is low. A higher proportion of
    girls are on track to achieve five A* to C grades, including mathematics and English
    than boys. There is still a large gap between the standards achieved by students
    who are supported by the pupil premium and those who are not. Too few students
    are making the progress they should.
    Students make inadequate progress in too many lessons because staff do not mark
    books often enough, or well enough, to have an overall picture of each student’s
    ability. This means the work set in lessons is not at the right level. Senior leaders are
    fully aware of these issues and the reasons why the students make inadequate
    The quality of teaching
    In too many lessons expectations are too low. The work the students are asked to
    complete is not challenging, especially for those students who could achieve the
    higher grades. Too often students are all given the same work to complete which
    means some find it too easy and some find it too difficult. In many lessons the focus
    is on what tasks the students need to complete rather than on what they need to
    learn. When teaching is poor, students engage in poor behaviour such as chatting,
    checking their mobile telephones and walking around the room.
    Students stated, and the inspectors agree, that too much marking does not inform
    the students what level they are at or what they need to do to improve. This lack of
    specific feedback is contributing to the limited progress students make. Some
    teachers are highlighting aspects of literacy in their marking, but many are not. The
    overall quality of marking varies considerably. There are pockets of good practice,
    for example in art and some science groups. Senior leaders have a very clear plan
    for improving marking which involves middle leaders. This is newly in place and it is
    too early to judge the impact of it.
    In good lessons teachers have high expectations of what students can achieve. In
    these lessons students are encouraged to work independently and they are given
    work which is appropriately challenging. Teaching assistants in these lessons interact
    with the students effectively, ensuring that all students, regardless of their academic
    ability, are able to achieve well. For example, in a Year 10 English lesson the work
    was very well planned to ensure that students of all abilities were challenged. Good
    quality marking meant the teacher knew exactly what to ask each student to do and
    the students understood what they were doing, why they were doing it and what
    they needed to do to improve. The students worked well on their own and in pairs.
    The resources were ones which appealed to the students, ensuring that they were
    Behaviour and safety of pupils
    Overall, students’ behaviour has improved. The students said behaviour around the
    school, at lunchtimes, breaks and in the corridors, is better than in some lessons.
    This is because in some lessons they are not challenged. The inspection team
    observed students behaving poorly in lessons, and it was as a direct result of poor
    teaching. Some students do not turn up for lessons on time and staff do not deal
    with this consistently.
    Students’ attendance is continuing to rise. The proportion of students who are
    persistently absent has decreased. The bespoke programmes of support for students
    with attendance problems are working well.
    The quality of leadership in and management of the school
    Senior leaders know exactly what the issues are, especially those concerning
    teaching. They have put in place extremely supportive and extensive packages of
    support for teachers to enable them to improve their teaching. However, some
    teachers given this support have not improved. In too many lessons students make
    inadequate progress.
    Middle leaders have an over-optimistic view of where the school is. Senior leaders
    have modelled how they want middle leaders to monitor the work of staff and the
    progress students make. Monitoring by middle leaders has started but middle
    leaders are not challenging staff enough. As a result, some staff are not achieving
    the teachers’ standards and policies in place are not being adhered to. Senior
    leaders are aware of this and are putting in place strategies to manage both the
    monitoring and challenge provided by middle leaders and staff who do not meet the
    teaching standards.
    External support
    The local authority is continuing to provide support for attendance and for
    developing teaching. The proposed academy sponsor has provided much support in
    terms of middle leader training, governance training, data management, human
    resources support and financial auditing.

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