Kinetic Academy
Catchment Area, Reviews and Key Information

Secondary
PUPILS
16
AGES
11 - 16
GENDER
Mixed
TYPE
Other independent school
SCHOOL GUIDE RATING
Not Rated

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted report
(15/3/22)
Full Report - All Reports
Small Data Set
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Meir Youth Cafe
Sandon Road
Meir
Stoke-on-Trent
ST3 7DJ
01782333344

School Description

Kinetic Academy is a school where staff know individual pupils extremely well. Staff take time to build positive relationships with pupils and understand their needs. Pupils have not had positive experiences in education previously, but staff are committed to ensuring pupils re-engage with learning. Many pupils leave with qualifications to help them access further education or training. Pupils usually behave well. In lessons, pupils are generally calm and complete the work that is asked of them. At social times, pupils talk with each other sensibly and play card games with staff. Leaders do not tolerate bullying. If this does occur, it is dealt with swiftly and effectively. In many subjects, the curriculum is well planned. Staff help pupils to make progress from their different starting points and build on what they already know. Leaders are aware that there is more work to do to strengthen the English curriculum. Pupils have many different wider experiences while attending the school. In previous years, pupils have volunteered at a local Macmillan charity shop. They have also raised money for a women’s refuge centre and Afghan refugees. Parents and carers are overwhelmingly positive about the school. As one parent said in response to the Ofsted Parent View survey, ‘Kinetic has gone above and beyond to help my son succeed both academically and personally.’ What does the school do well and what does it need to do better? Leaders are highly ambitious for pupils given their varied experiences of education upon arrival. They have structured the school’s curriculum around the core subjects of English, mathematics and science. Many pupils successfully achieve either functional skills or GCSE qualifications. There are also opportunities for pupils to complete a sports leadership award and qualifications linked to The Prince’s Trust. The curriculum in mathematics and science is well planned and sequenced. Leaders take time to check pupils’ different starting points so that they can build on what they already know. In mathematics, teachers revisit key concepts in order that pupils can deepen their knowledge and understanding. There are similar strengths in science. When looking at the reproductive system, for example, teachers effectively recap the relevant organs of the human body so that pupils develop a more secure understanding of what they know. In addition, teachers routinely check pupils’ learning to help identify where there may be errors or misconceptions. In both subjects, it is clear how pupils are able to know and remember more of the curriculum. The same strengths do not exist in English. Work in exercise books is disjointed and does not follow a clear sequence which looks to build on pupils’ knowledge and skills over time. Schemes of learning do not always match what is taught in lessons, and teachers do not provide enough opportunities to revisit learning. Pupils do make Inspection report: Kinetic Academy 15 to 17 March 2022 2 progress in reading, given their low starting points, but they are not routinely encouraged to read out loud or write at length in lessons. Leaders are aware of these weaknesses and have already taken steps to address these. Work has already begun on a new English curriculum, and leaders have secured the appointment of a new English teacher. All pupils who attend the school receive strong support for their social, emotional and mental health (SEMH) needs. Leaders ensure that pupils’ learning plans are appropriate and reviewed regularly to ensure pupils continue to receive highly accurate, targeted support. The transition arrangements for pupils arriving at the school are considered carefully and involve consultation with both parents and external agencies. Leaders ensure staff receive extensive training on SEMH needs so that they are well equipped to provide the right support to pupils. Leaders have developed a strong programme for pupils’ personal, social, health and economic (PSHE) education. The school’s ‘PSHE roadmap’ shows how pupils cover a range of different topics, including relationships and sex education (RSE) and health education in an age-appropriate way. Staff have received training on RSE and health education and the school liaises closely with the NHS school nurse team when delivering sessions. Leaders adapt their PSHE programme to respond quickly to pupils’ needs or national events. Pupils have recently had lessons as part of ‘county lines awareness week’ and have also looked at topics such as children’s mental health. Leaders are keen to ensure that pupils can undertake visits to widen their understanding of British institutions. For example, pupils recently visited Staffordshire County Court to understand more about the criminal justice system. The school’s careers programme is exceptionally strong. A local authority careers adviser holds monthly meetings with pupils to discuss their future aspirations. All pupils visit local colleges and apprenticeships to understand what opportunities are available to them when they leave school. Leaders work closely with local employer advisers to help pupils with curriculum vitae writing and interview skills. Pupils enjoy careers visits such as a recent trip to Stoke City Football Club. Leaders work hard to ensure all pupils secure a place in education or training when they leave the academy. Leaders also offer transitional support to pupils when they leave so that they can retain their place on educational courses. The proprietor is highly effective at providing oversight of the school and has ensured all independent school standards continue to be met. She has a strong sense of purpose and is clear about the school’s ethos and vision. The school leadership team has recently been strengthened by the appointment of a new headteacher and designated safeguarding lead. Leaders work together closely to ensure all policies and procedures are regularly reviewed and kept up to date. Staff are overwhelmingly positive about the school. They appreciate the care and support they receive from leaders. All staff enjoy working at the school. Leaders have ensured that the school is compliant with schedule 10 of the Equality Act 2010.

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Kinetic Academy Catchment Area Map

This school is independently managed and its admission criteria may be selective. There is no set catchment area as pupils are admitted from a wide variety of postcodes and, in the case of boarding schools, from outside the UK. Contact the school directly or visit their website for more information on Admissions Policy and Procedures.