Kingsbury High School has received a ‘good’ rating following an recent examination by Ofsted on January 31st and February 1st.

Led by Headteacher Alex Thomas, the school based in Princes Avenue in Kingsbury, operating within a single-academy trust overseen by Board Chair Sandra Ernstoff, continues to uphold its commitment to excellence in education and holistic student development.

According to the Ofsted Report, Kingsbury High School has successfully cultivated a dynamic and inclusive culture conducive to student success. The report underscores the school’s high expectations for all pupils and its emphasis on values, such as being a Unicef Rights Respecting School. Pupils are not only valued but also actively engaged in school decisions through the student leadership team, which fosters valuable leadership skills among participants.

“Pupils feel happy and safe at school,” the report states, highlighting the institution’s commitment to providing a secure learning environment where students feel comfortable expressing concerns to staff members. The school’s efforts to support pupils’ health, welfare, and well-being through its personal development program were also commended.

Academically, Kingsbury High School shines with its ambitious and meticulously planned curriculum. “The school ensures that pupils achieve well,” notes the report, particularly praising the high-quality teaching in the sixth form, where students achieve remarkable outcomes. The school’s personalised approach to addressing the needs of pupils with special educational needs and/or disabilities was highlighted as a strength.

The report says, “They understand the ‘Kingsbury Way’, which focuses on respect for self, others and the environment. These approaches have contributed to the reduction in the number of pupils who are suspended from school. Most pupils behave well in lessons. When a small number of younger pupils struggle to behave as they should, staff respond fairly and consistently.”

However, the report also outlined areas where improvement is needed. It says, “In some subjects, teachers do not consistently identify and address pupils’ misconceptions. As a result, errors can persist in pupils’ work. The school should ensure that teachers routinely check pupils’ understanding of what they have learned so that pupils’ understanding is deepened.”

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