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  • The King's Academy
    Stainton Way
    Coulby Newham
    Middlesbrough
    TS8 0GA
  • Head: David Dawes
  • T 01642 577577
  • F 01642 590 204
  • E [email protected]
  • W www.thekingsacademy.org.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Middlesbrough
  • Pupils: 1176
  • Religion: Christian
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 25th January 2017
    • 2 Full inspection 1st May 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 4th February 2009
  • Ofsted report: View the Ofsted report

What the parents say...

My first son left his primary school Acklam Whinn to attend Kings Academy coulby newham with a gifted and talented award from the council for his achievement in sport , He was also a very bright and inteligent child with very high grades , But within 2 years at kings he had started to really change and his results and reports were getting poorer , Instead of supporting thier pupils they tend to punish them , My son played a lot of football and played for two teams outside of the school , The school noticed his natural talent in sport and asked him to join the football team which i was reluctant to do as he was already doing a lot of training at a high level outside of school but i allowed him to as his school friends played , One week he forgot to take his kit but the following 6-7 weeks he played every game helping them to reach a final at Rockcliffe , I went to watch him play only to be told when i got there that he hadnt been selected or allowed to travel for the final as he had previously forgotten his kit on that occasion 7 weeks prior , Following that his grades were lowering in maths which he had always been very good at . so i got him an afterschool tutor who actually writes exam papers and has been drafted into the area to help a local school , after 2 session she was appauled and said that he would have be an A* student if under her control but worried the exam was to close , He failed his exam but passed it 8 weeks after leaving the school , Due to his low grades he was told he could not go to the school Prom unless he improved along with a number of other kids , They said it was to give him an incentive to improve ( i asked " like he did for you in the football team when he helped you to the final , no wonder he does not trust your incentives " ) , he failed his exams but passed maths and English within a few months of leaving with a course at carillion . The year he left my other son was enrolled but i had my doubts and was convinced by Kings that my second son has a different attitude than my first , and they were sure he would do fine , The first day he was shouted at infront of the school for not taking his outside jacket off before entering the school doors when he was only his first 3 steps in on his induction week ( not a big deal in the concept of what was to come ) , He was again a very confident child playing a lot of sport and was his primary school councillor with good grades , He went to kings Academy coulby newham , He made the football team and seemed relatively happy, Within the first term i noticed some big changes , he was coming home and going to bed , he was getting upset at almost anything and he had started to to have panic attacks and anxiety , we reffered him to cahms who ruled out mental health and believed it was coming from the anxiety from the school , I tried to work with the school and one of the student support staff and togther we came up a trial soloution whilst cahms were still involved that when his anxiety was bad early morning we would not push him to school and take him in after registration , he could stay until he felt any panic attack or anxiety and he would spend time in a support room , he would also be given a secret ticket so if he felt he could go to a lesson but then got anxious he would hand the ticket over to the teacher which would explain why he was leaving the class and where he would go to , which was a reasonable short term solution , But higher management ruled this out after a couple of days and said he must come in for his mark on the morning ( when he was most anxious ) stay throughout his lunch break ( his second most anxious part ) then get his afternoon mark and he could go home , Why i ask ? because they didnt care about the child having panic attacks and anxiety , they cared about ofsted and the attendance figures. I called the school and questioned why the original arrangemet had been changed and got an arrogant response so i organised a meeting which they said we could not have for a week , I told them i cannot force my son to school when he is having these attacks and needed it to be sooner , we agreed first thing the next morning only for that teacher to phone in sick , I told the school i could not believe they expected my 11 year old son to attend with panic attacks and anxiety but a grown man could not make it in for such a serious meeting , ( why i ask " because he did not care or want to accept or admit being part cause of my sons issues ) I then started to look at what i could do to get him out of this school , i rang the school and they offered nothing more than a contolling argumentitve conversation and no solutions , I then rang other schools and was told about a manage transfer scheme , So i rang his school back and they again made it difficult to happen and said he doesnt qualify ( I knew he qualified as we could not get him to go to school which was one of the terms in the program ) but persistance and telephone conversations between schools and the great help from Acklam Grange to get him moved we finally got him on the manage transfer , It is approx 12 weeks at the new school with meetings at different stages between parents and schools ( Not Surprisigly Kings academy only made it to 2 of the 5 and only stayed to the end of 1 with poor excuses of thier attendance , showing they had no concern over the pupil ) , He (my 11 year old son ) was asked not to mention the real reasons for his need to move schools and asked him to say that he didnt have friends an found it difficult ( again more concerned about the school image then the pupil ) Within the first fortnight of moving to Acklam Grange we were starting to see changes in his anxiety for the best and he has never had anymore panic attacks , He is now very confident again , he is very popular , he has made the school football team and won the middlesbrough schools cup at the riverside with Acklam Grange he represents the school in the athletics team , his reports from his new teachers were brilliant , the support from his new school is 1st class , i can only say my experience and opinion of Kings Academy is terrible i only wish i had intervened with my oldest son when he started to decline , i believed the school over my son which was one of my biggest mistakes and im so glad i intervened at day one with my youngest son . Never would i recommend Kings Academy Coulby Newham to anybody

Commented on 31st May 2018

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2016 Good Schools Guide Awards

  • Best performance by Boys taking Engineering at an English Comprehensive School (Vocational GCSE Double Award)
Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment Y

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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