Culture for success: supporting Year 11 attainment at Kingswood Academy

Raising attainment for Year 11 students is always a priority, isn’t it? After all, the grades students achieve at GCSE are a gateway—to college, apprenticeships and the future that they aspire to.

At Kingswood Academy, the 490 challenge has given us a long-term vision, but the immediate target—80% at Grade 4+ this year — has added a welcomed challenge. With this target set, it’s forced us to recalibrate our approach, sharpen our focus, and ask ourselves: what more can we do to ensure every student succeeds?

At its core, this work is about students. Everything else — the systems, the strategies, the structures — exists for them. Over the years, we’ve developed a strong foundation, one that supports students through this crucial period of their education. But every year brings a fresh opportunity to reflect, refine and push that foundation even further. It’s less about revolution and more about evolution: a process of continuous improvement that keeps students at the centre.

Take, for example, the extended school day. For us, it’s part of the routine: fully embedded in the school timetable. It’s not an “extra” or an intervention; it’s now simply the way we do things. Normalising this approach has been key. When students see it as a regular lesson — no different from any other lesson — it becomes part of their rhythm. We’ve reflected on our strategic 4-to-5 p.m. sessions - ensuring that these are targeted at specific cohorts and that staff are maximising this opportunity. These sessions give staff the flexibility to tailor support where it’s needed most and they are an essential part of our strategy too.

But initiatives like this only work because of the environment we create here at Kingswood. Twilight sessions, running until 7.00pm, bring a sense of purpose and positivity. Students focus on their work in an atmosphere that’s supportive and even enjoyable — complete with snacks, pizza and a shared sense of accomplishment. These moments show students that hard work at our school can be both meaningful and fun.

Our reflections from last year highlighted two areas for an even sharper focus: attendance and parental engagement. Attendance is foundational— students need to be in school to benefit from what we offer. This year, we’ve taken an even more proactive approach as alongside tackling issues head-on and reinforcing the message that every day counts, we’ve been even more creative in our approach to engaging every student as an individual. From sharing data with students, to meeting parents earlier and addressing patterns faster, we’ve amplified our efforts. Even small changes, like immediate follow-ups and clear expectations, have made a significant impact.

But our approach to parental engagement has evolved significantly. Striking the right balance—between well-being and effort, between support and challenge—has been crucial. Weekly assemblies for students emphasise that hard work now makes the final months more manageable. Topics like sleep, nutrition and balance have been a feature, showing students how to look after themselves while maintaining focus.

One of the most impactful changes has been our new parental promises document. Parents, students and staff each outline their commitments for the year—what they’ll do to support success. Completing these documents together with parents in the exam hall was a subtle but significant choice. It gave the process weight and purpose, reinforcing that the school is working alongside them towards the same goal. Parents’ responses were overwhelmingly positive; seeing the school’s commitments helped them feel confident in our shared journey.

These efforts have contributed to a noticeable shift in culture. This year’s Year 11 cohort feels different. Revision mornings, lunchtime study sessions and peer-led initiatives have become the norm. Students are creating a culture where caring about success is celebrated. In their dedicated lunchroom, it’s common to see groups revising together, using flashcards, or sharing notes. It’s a visible reflection of their commitment and the positive environment we’ve built together this year.

Recognition plays a huge part in this. From signature charts to advent calendars, small rewards go a long way in reinforcing students’ efforts. These gestures aren’t gimmicks; they’re a way to celebrate consistency — showing students that their hard work is seen, valued, and supported.

Ultimately, though, what sets this apart isn’t the strategies themselves—it’s the culture we’ve built amongst the staff. At Kingswood, subjects like English or Maths aren’t seen just as “someone else’s responsibility". It’s a collective effort, grounded in trust, collaboration, and shared purpose. Whole-staff sessions bring everyone together to reflect, plan, and align around what’s most important. There’s a sense of ownership and pride in the process that you can’t replicate with systems alone.

This culture isn’t something that happens overnight. It’s grown over years of shared commitment, small actions, and consistent values. It’s the everyday things—like a smile in the corridor or a quick check-in with a student—that build a foundation of trust and care. That’s what makes it work. At the heart of all this is a simple belief: when students feel supported, valued, and believed in, they achieve more. That’s what drives us every day—and it’s what makes this work so rewarding.