|Name||Eggbuckland Community College|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 June 2016|
|Address||Westcott Close, Eggbuckland, Plymouth, Devon, PL6 5YB|
|Religious Character||Does Not Apply|
|Number of Pupils||922 (55% boys 45% girls)|
|Number of Pupils per Teacher||16.4|
|Academy Sponsor||Eggbuckland Community College Academy Trust|
|Percentage Free School Meals||11.3%|
|Percentage English is Not First Language||4.7%|
Information about this school
Eggbuckland Community College converted to an academy on 1 September 2013. The Eggbuckland Community College Academy Trust converted to a multi-academy trust, The Eggbuckland Community College Multi-Academy Trust, on 1 March 2015. It operates with two schools: Eggbuckland Community College and Austin Farm Academy, a primary school. When the predecessor school of the same name was last inspected in February 2013, it was judged to be good. There is a hearing support centre on site that provides specialist educational support for up to 12 pupils who are deaf or have hearing impairment from Year 7 to Year 13. The school works collaboratively with Devonport High School for Boys, Devonport High School for Girls, Notre Dame School and St Boniface’s Catholic College. Sixth-form students study AS- and A-level biology, business studies, maths, media studies, physics, sociology and Spanish in the sixth forms of the five schools, depending on the curriculum offered. A total of 55 sixth-form students attend vocational courses in carpentry, plastering, skills for further learning and employment, vehicle (light) maintenance and repair, public services, supporting learning and teaching in schools, animal care, beauty therapy, professional cookery, creative digital media, early years education and care, health and social care, ICT professional competence, creative craft, BTEC sport, childcare and education, hairdressing, British Horse Society stage 2 riding and patisserie. These are studied at a range of venues in the city: Construction Training South West, Achievement Training, Discovery College, Venus Training and Consultancy Ltd, GHQ Training, Cornwall College and Norpro Training Ltd. The school is a member of the Endeavour Learning Community Trust which is a cooperative trust. The partners are six primary schools, a special school, the Cooperative Movement, Plymouth Learning Partnership and Plymouth local authority. The school meets requirements on the publication of specified information on its website. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school Leaders have raised the expectations of staff, pupils and parents swiftly. Leaders are incisive in their self-evaluation so that they know exactly what to do to sustain school improvements. Governors fulfil their statutory duties well. In particular, they rigorously monitor the school’s safeguarding procedures. Leaders monitor the school’s comprehensive system of tracking pupils’ progress, attendance, behaviour and well-being carefully so that extra support to pupils can be provided when required. The quality of teaching, learning and assessment is good, with staff following school policies well. As a result, pupils make good progress. The behaviour of pupils is good. They are polite to staff, each other and to visitors. They are keen to learn and achieve well. Pupils are safe and know how to stay safe in a range of circumstances, including when using the internet. The new head of the sixth form has improved the quality of provision. Students attend regularly and are achieving well. The courses they choose are appropriate to their potential and career aspirations. It is not yet an outstanding school because : A small minority of pupils’ attendance is stubbornly low. These are a few disadvantaged pupils and those who have special educational needs or disability in key stages 3 and 4. The most able pupils are not achieving as well as they should in key stage 4. Some teachers do not plan learning to sufficiently challenge and extend these pupils’ thinking. Good practice in teaching is not shared routinely so that teachers can improve their practice even further.