Ofsted Report 2016.PDF

School report
Skinners’ Kent Academy
Sandown Park, Tunbridge Wells, Kent TN2 4PY
Inspection dates 8–9 June 2016
Overall effectiveness Outstanding
Effectiveness of leadership and management Outstanding
Quality of teaching, learning and assessment Outstanding
Personal development, behaviour and welfare Outstanding
Outcomes for pupils Outstanding
16 to 19 study programmes Outstanding
Overall effectiveness at previous inspection Good
Summary of key findings for parents and pupils
This is an outstanding school
 The school is led by an exceptional and ambitious
executive principal, skilfully supported by the
principal, senior team and governors. Together
they have created a culture based on the belief
that all pupils can achieve well.
 The very high quality of teaching leads to pupils
making outstanding progress. Teachers use their
very strong subject knowledge and understanding
of pupils’ needs to prepare very well-structured
lessons. These, together with probing questions
and valuable feedback, contribute to pupils’ high
achievement.
 Outcomes for pupils are excellent. Pupils make
excellent progress across a wide range of
subjects, whatever their circumstances.
 Disadvantaged pupils make similar and sometimes
better progress than other pupils nationally
because school leaders ensure that they receive
extensive and effective support.
 Excellent behaviour in classrooms and around the
school means that pupils get on very well together
and are exceptionally keen to learn. They are
polite, friendly and very supportive of each other.
 The welfare and safety of pupils are a very high
priority for all staff. Staff work closely with parents
and external agencies to ensure that pupils get
any support they might need.
 The sixth form is skilfully led and managed.
Students make excellent progress from their
starting points.
 Governors are highly committed and know the
school well. Members of the governing body bring
to their roles a wealth of experience, skills and
knowledge, which enables them to support further
improvements to the school.
 The curriculum helps pupils grow into self-
confident, inquiring and resilient learners. Pupils
are able to discuss challenging and complex issues
in highly articulate and reflective ways.

Inspection report: Skinner’s Kent Academy, 8–9 June 2016 2 of 9
Full report
What does the school need to do to improve further?
 As the sixth form continues to grow, widen the range of courses available to students.

Inspection judgements
Effectiveness of leadership and management is outstanding
 Determined and bold leadership by the executive principal and the principal has ensured that this is a
highly effective school. They are motivated by a strong desire to give pupils the best life chances and
choices. Since the last inspection, leaders and governors have single-mindedly implemented their vision of
outstanding education and successfully tackled previous areas for improvement. Staff, pupils and parents
acknowledge the positive impact that has been made, particularly on teaching and learning. They are
proud of the school and value this strong leadership.
 Senior leaders have a very detailed and accurate understanding of teachers’ strengths and areas for
development because they visit lessons and look at pupils’ work frequently. They use what they know
skilfully to harness the expertise of staff and share outstanding practice. This aspect of the school’s work
is led very effectively. The quality of teaching has improved significantly since the last inspection.
 Senior leaders are uncompromising in their high expectations of staff and pupils. Staff understand these
demands and recognise the benefits they bring to their work. One member of staff explained that it felt
like they were on ‘a winning team’. Staff say they feel motivated and trusted to be creative and innovative
in their teaching to support pupils’ learning. They appreciate that leaders are visible, approachable and
listen to their views. Newly qualified teachers particularly value the time devoted to their development
and being made to feel part of the school community from day one.
 Evaluation of the school’s performance is accurate and never complacent. The leaders’ starting point is
that there is always room to be better. Senior leaders plan carefully to secure improvements in all pupils’
academic success as well as their personal development.
 Senior leaders and governors understand the importance of effective succession planning. They focus
constantly on building leadership capability at all levels of the school and giving staff opportunities to
develop the necessary skills. As a result, senior and middle leadership teams are very strong and
effective.
 Leaders ensure that all pupils benefit from a broad, balanced and interesting curriculum which has the
development of pupils as resilient, resourceful and inquiring individuals at its centre. Pupils are given
plentiful opportunities to develop their spiritual, moral, social and cultural understanding, including
through a varied programme of extra-curricular activities. Nearly 80% of pupils regularly attend one or
more of these activities.
 The curriculum ensures that pupils know and understand about British values, such as tolerance and
respect for others. There is a culture in lessons of healthy, respectful debate and pupils learn about a
range of faiths in religious education. A thoughtfully planned programme of assemblies provides regular
opportunities for pupils to reflect on current affairs and experiences that may differ from their own.
 Senior leaders are determined that disadvantaged pupils, including those in the sixth form, should achieve
as well as their classmates and this message is communicated relentlessly across the school. Pastoral and
subject leaders work closely together to exchange information and share successful approaches about
how best to support these pupils. Leaders have ensured that pupil premium funding (additional
government funding) is used very effectively, so that these pupils make excellent progress during their
time at the school. This exemplifies the ethos of the school, where equality is at its heart.
 The governance of the school
Governors possess a wide range of relevant skills and experience which they put to very good use by
providing a high level of support and challenge to school leaders. This expertise is deployed very
effectively to support strategic planning. For example, governors are evaluating the future
development of the sixth form with school leaders. Governors are a regular and active presence in the
school, checking on the progress of initiatives and closely monitoring the work of leaders. For
example, governors recently audited provision for pupils who have special educational needs or
disability.
 The arrangements for safeguarding are effective. Leadership of this area is very strong. Staff engage with
parents, carers and external agencies very effectively to make sure that pupils are safe and supported.
School leaders often go above and beyond what might be reasonably expected to ensure that pupils who
find themselves in challenging circumstances can attend school and access all it offers in the same way as
other pupils. Procedures to ensure that all staff receive relevant training, including about the risks related
to radicalisation and extremism, are very strong as are the practices for record-keeping.

Quality of teaching, learning and assessment is outstanding
 Teachers have very high expectations of what pupils can achieve. Teachers use their very strong subject
knowledge effectively to teach well-structured lessons that strike the right balance between consolidating
and deepening pupils’ understanding. High-quality teaching across the school, including in the sixth form,
enables pupils to make strong and sustained progress.
 Highly effective questioning is a common feature in lessons. Teachers use this strategy to check and
challenge pupils’ understanding. Pupils are encouraged to question each other and the teacher to test out
their thinking, and they often do.
 Teachers adapt their plans very well to meet the needs of different learners. There is not a one-size-fits-
all approach in this school. Teachers structure tasks very effectively for lower-attaining pupils so that they
make excellent progress. The most able pupils are challenged well through more difficult work or through
discussion that leads to deeper understanding. For example, a Year 8 mathematics class of the most able
pupils made excellent progress when tackling a higher-level GCSE mathematics paper.
 There are very strong working relationships between staff and pupils based on mutual respect. This
creates a positive environment where pupils feel confident and encouraged to take responsibility for their
own learning.
 Pupils’ literacy skills are developed extremely well across subjects. Pupils use an impressive vocabulary
because teachers encourage them to use new words and explain their meanings. Teachers frequently
correct pupils’ spelling, punctuation and grammar errors. Pupils develop excellent communication skills
because teachers structure class and group tasks very effectively. As a result, pupils fluently and
confidently discuss challenging topics.
 There are effective and consistent methods of assessment across subjects. Pupils know how well they are
doing and what they need to do to improve. The feedback pupils receive from their teachers contributes
to their high achievement. This is particularly effective in English, where pupils’ books are ‘working
documents’ showing reflective and mature communication between teachers and pupils.
Personal development, behaviour and welfare is outstanding
Personal development and welfare
 The school’s work to promote pupils’ personal development and welfare is outstanding.
 Pupils feel very safe and well looked after by the school’s staff, a view shared by the overwhelming
majority of parents. Pupils have total confidence in staff to help and support them should they have any
concerns.
 A culture of mutual respect and trust is evident across the school. The values of acceptance and
cooperation permeate all aspects of school life to create an inclusive and harmonious community, where
difference is embraced and celebrated. Pupils who met with inspectors explained that racist, homophobic
or sexist behaviour would not be tolerated by staff or the great majority of pupils.
 Pupils are highly resilient and self-confident. They are not afraid to say they do not understand because
this is not viewed by staff or pupils as a weakness but as a chance to learn something. Pupils value
feedback from their classmates and teachers because it offers them an opportunity to improve their work.
Parents who spoke to an inspector felt their children’s confidence and self-esteem are being very well
developed by the school.
 Incidents of bullying are very rare. They are dealt with swiftly and effectively. Pupils and the large
majority of parents who responded to Ofsted’s online questionnaire, Parent View, have confidence in the
school’s systems to tackle such behaviour. Staff closely monitor when unacceptable behaviour has been
dealt with previously to make sure that it does not continue. Parents who spoke to an inspector
particularly appreciate this approach.
 Pupils are well informed about how to keep themselves safe online because of effective teaching about
potential risks communicated effectively through assemblies and lessons and by outside speakers.
 As a result of frequent and open communication, close and effective checks are kept by school staff on
the safety and well-being of the pupils who attend alternative provision.

Behaviour
 The behaviour of pupils is outstanding. They are polite, friendly and outgoing. They are proud of their
school and their achievements. Pupils are self-disciplined. Little or no adult action is needed to ensure
that pupils act in a calm and orderly way.
 Pupils demonstrate a keen desire to learn. They show genuine engagement and real enthusiasm for their
work. Pupils value the standard of education being offered to them and understand what difference it will
make to their life chances. Pupils are able to concentrate on their learning because low-level disruption is
extremely rare. The number of pupils who receive a fixed-term exclusion is very low.
 Attendance has improved, markedly so for vulnerable groups of pupils, to be in line with national figures.
This is a result of determined and focused work by staff to provide extensive help and support to pupils
and their families.
 Pupils listen carefully to others and work very cooperatively together to share ideas and perspectives and
to give each other feedback, demonstrating supportive and well-developed communication skills.
Inspectors saw many examples of pupils talking maturely and articulately about challenging and complex
issues in a manner that was beyond their age.
Outcomes for pupils are outstanding
 For the last three years, by the end of key stage 4, pupils have made particularly strong progress when
compared with national figures in English and mathematics. In 2015, the proportion of pupils who made
good or better progress in these subjects was significantly above national averages.
 Pupils join the school with levels of attainment that are much lower than the national average. The
proportion of pupils achieving five A* to C grades for GCSE, including English and mathematics, has risen
from 39% (significantly below the national average) in 2012, to be in line with the national average of
56% in 2015. School assessment information shows that the current Year 11 pupils are likely to achieve a
further improvement on this figure.
 Standards are high across the curriculum but high proportions of pupils secure better than average
outcomes in English, drama, mathematics, and design and technology.
 Disadvantaged pupils make the same or better progress than other pupils nationally. This is because the
achievement of these pupils is a high priority across the school and personalised provision is closely
matched to their needs.
 From their starting points, pupils who have special educational needs or disability make similar strong
progress to their classmates. These pupils are closely monitored by teachers and leaders, with effective
support put in place where it is most needed.
 Pupils who attend alternative provision make good progress as a result of close liaison between school
staff and providers.
 The most able pupils benefit from the culture of high expectations and challenge, and make very strong
progress across the school.
 Pupils in all year groups are well supported in their next steps by a strong careers education programme
that includes visiting speakers, one-to-one interviews and contact with local businesses. As a result, pupils
are well prepared for their next steps in education, employment or training.
16 to 19 study programmes are outstanding
 Members of the sixth form make a very strong contribution to the culture of the school. They are self-
motivated and have excellent personal skills. Students are positive role models for younger pupils.
Through their community service programme, students provide very valuable practical support and
guidance to other pupils and to members of the wider community, for example through voluntary work in
a local hospice.
 Leaders evaluate the quality of sixth-form teaching, learning and assessment in highly analytical ways to
ensure the high standards and aspirations seen in the rest of the school are replicated in the 16 to 19
study programmes. Effective work with other local schools contributes to strong quality assurance
processes which check the accuracy of teachers’ assessment.

 Leadership of the sixth form is strong and developmental. Leaders recognise that as the number of pupils
in the rest of the school increases, the provision of a wider variety of courses is crucial to the sixth form’s
continued growth and success.
 Positive relationships contribute to high-quality learning in the sixth form. Students receive detailed,
constructive feedback where teachers pinpoint what they need to do to succeed in their subject. Carefully
planned lessons ensure that learning is embedded and that deeper, insightful thinking is promoted.
 Students make excellent progress in their International Baccalaureate Diploma subjects, including those
from disadvantaged backgrounds, often from low starting points. In the current Year 13, all students
have achieved the equivalent of a C grade or above and a third have achieved the equivalent of a B grade
or above.
 Almost all students complete their study programmes. In 2015, all students who completed their study
programmes progressed to sustained education, employment, training or apprenticeships. Students
benefit from highly personalised, impartial careers advice and work experience placements closely linked
to their individual plans for the future. Students were at pains to point out how much they value this
guidance.

School details
Unique reference number 135888
Local authority Kent
Inspection number 10000604
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.
Type of school Secondary
School category Academy sponsor-led
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in 16 to 19 study
programmes
Mixed
Number of pupils on the school roll 738
Of which, number on roll in 16 to 19 study
programmes
28
Appropriate authority The governing body
Chair Richard Sax
Executive Principal
Principal
Sian Carr
Matthew Tompkins
Telephone number 01892 534377
Website www.skinnerskentacademy.org.uk
Email address info@skinnerskentacademy.org.uk
Date of previous inspection 7–8 March 2012
Information about this school
 The school is smaller than the average-sized secondary school. It is a non-selective school in a local
authority which operates a selective system.
 The school is an International Baccalaureate World School. Pupils follow the International Baccalaureate
Middle Years Programme in Years 7 to 11. Students in the sixth form follow the Career-related
Programme. The sixth form opened in September 2013.
 The proportion of pupils who have special educational needs or disability is above average.
 The proportion of pupils for whom the school receives pupil premium funding (additional government
funding) is above average.
 The majority of pupils are of White British heritage. The number of pupils from minority ethnic
backgrounds is below average, as is the proportion who speak English as an additional language.
 The school meets the government’s current floor standards, which set the minimum expectations for the
attainment and progress of pupils.
 The current principal took up the post in September 2015 and was previously the school’s vice-principal.
At the same time, the previous principal was appointed as executive principal for this school and Skinners’
Kent Primary School.
 Ten pupils currently access alternative provision at the Two Bridges pupil referral unit and the Hawkwell
centre, part of West Kent Health Needs Education Service.
 The school’s website is compliant and meets the requirements for the publication of specific information.

 Information about this inspection
 Inspectors made 13 short visits and 22 more extended observations of pupils’ learning in lessons,
including many with senior and middle leaders.
 Inspectors met with governors, senior and middle leaders, a group of staff and a group of newly
qualified teachers. An inspector met with a group of parents.
 Inspectors met with pupils from each key stage and observed them in form time, in class and at informal
times such as during breaktimes.
 Inspectors considered 74 responses to Parent View, 67 free-text responses from parents, 82 responses
to the staff questionnaire and 59 pupil survey responses.
 An inspector had a telephone discussion with members of staff from the Two Bridges pupil referral unit
and the Hawkwell centre.
 Inspectors scrutinised documentation, including leaders’ evaluation of the school’s performance,
information relating to the quality of teaching, information about pupils’ progress, school policies and
procedures, and the school’s arrangements for safeguarding.
Inspection team
Lisa Moore, lead inspector Her Majesty’s Inspector
Anna Lawrence Ofsted Inspector
Christopher Lee Ofsted Inspector
Karon Buck
Susan Derrick
Ofsted Inspector
Ofsted Inspector

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You can also use Parent View to find out what other parents and carers think about schools
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