|Ofsted Inspection Rating||Good|
|Inspection Date||20 September 2011|
|Address||Forest Street, Shepshed, Loughborough, Leicestershire, LE12 9DB|
|Religious Character||Does Not Apply|
|Number of Pupils||816 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.9|
|Percentage Free School Meals||10.4%|
|Percentage English is Not First Language||1.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
Hind Leys Community College is a smaller-than-average secondary school, although the size of the sixth form is average. It has been a specialist college for the arts since 2008. The great majority of students are from White British backgrounds and very few speak English as an additional language. None is at the early stages of learning English. The proportion of students who are known to be eligible for free school meals and the proportion who have special educational needs and/or disabilities are both below national averages. However, the proportion of students who have statements of special educational needs is above average. The college shares a campus with a high school, a primary school and a privately-run nursery and pre-school, all of which are inspected separately. The college also shares with the high school specially resourced provision for students with special educational needs. This enhanced resourced provision is jointly managed by the high school and Hind Leys Community College, and provides a total of 16 places for students with autism, nominally two per year group in each school, in a separate building. All students using the enhanced resourced provision are on the roll of either the high school or Hind Leys, depending on age. Currently Hind Leys is using three of the available places. The contribution this provision makes to the education of relevant Hind Leys students aged 14 to 18 was included in this inspection.
Hind Leys Community College has improved significantly since its last inspection and standards have risen consistently. In many areas, GCSE results are now above or in line with national averages. Results at AS level and A level in 2011 have also improved and, overall, they broadly match provisional national averages from an intake that had few high attaining students. The college’s recent focus on improving standards in English and mathematics has brought about marked improvement. As a result of better teaching, improved student behaviour and well-focused support, students are now making good progress overall. In many lessons, teaching is good and students are fully engaged in challenging and interesting activities. Students’ behaviour is good and their mature and confident relationships with each other and with staff support effective participation in paired and group work. Their motivation is high, so they are enthusiastic about their learning and have a clear focus on achieving their targets. However, some teaching does not challenge students enough and pays too little attention to meeting the needs of all students in the class. The college’s effective tracking of students’ individual progress ensures that potential underperformance is spotted and appropriate support is provided, particularly in English and mathematics. The college provides good personal support for students, and there is a strong focus on students whose circumstances may make them vulnerable. Older students in mixed-age tutor groups provide valuable and well-received help for younger students, and those with special educational needs and/or disabilities are each paired with another student to provide on-going support. Support staff provide effective and active help in lessons for students with special educational needs and/or disabilities. Autistic students are well supported, both in the college and through the enhanced resourced provision, and make good progress. Students receive good careers guidance, with a high proportion continuing to the sixth form or further education. The recently reorganised senior leadership team has a clear focus on improving standards and a new capability to make effective use of the analysis of assessment data. While the college is good at identifying individual underperformance, it does not yet analyse the progress of the full range of groups of students or subjects regularly during the year. This means it is not always able to identify early enough where a department or teacher may need support to ensure students’ progress is on target. The leadership team has also had a strong focus on improving teaching and learning. Extensive observations of lessons and effective work by the team of advanced skills teachers have brought more consistency to students’ achievement and learning. The college has a clear mission to ensure that, ’Everyone can find, develop and fulfil their potential’, and pursues this mission through a very inclusive approach, both to existing students and through admissions. The college’s self-evaluation is largely accurate and the recent improvements in English, mathematics and behaviour show that senior leaders have good capacity to bring about sustained improvement. The college’s development plan sets out clearly the actions it will take to achieve its mission. However, the current priorities are not all sharply enough focused and have yet to take into account the latest examination performance and assessments. The governing body is effective in holding staff to account for the college’s performance and finances, and governors are fully involved in department reviews. Although these reviews are of good quality and identify areas where good practice can be shared or where improvement is needed, they are too infrequent to support the greater consistency and continued improvement that are needed. The school has clear plans to promote community cohesion, but these have not been evaluated to assess their impact. No evaluation has yet been made of the impact of the college’s promotion of healthy lifestyles, where questionnaire responses indicated dissatisfaction from students, parents and carers.