|Name||John Colet School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 May 2016|
|Address||Wharf Road, Wendover, Aylesbury, Buckinghamshire, HP22 6HF|
|Religious Character||Does Not Apply|
|Number of Pupils||1043 (48% boys 52% girls)|
|Number of Pupils per Teacher||17.8|
|Percentage Free School Meals||2.8%|
|Percentage English is Not First Language||5.8%|
Information about this school
The school is an average-sized 11–18 secondary school. It is a non-selective school within the county’s selective system. The proportion of pupils who have special educational needs or disability is broadly in line with the national average. The proportion of pupils eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals, children who are looked after by the local authority and those with a parent in the armed services) is well below the national average. Some pupils are eligible for the Year 7 catch-up premium. A few pupils in Year 11 attend Aylesbury College to study vocational qualifications. A small number of pupils attend alternative provision at Aspire, which provides support for pupils who need additional intervention and support. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress.
Summary of key findings for parents and pupils
This is a good school Leaders at all levels have taken effective steps to improve teaching so that teaching is now of a high quality in the majority of subjects across the school. Disadvantaged pupils are making more progress, especially in English and mathematics, and the gaps between these and other pupils are narrowing rapidly. Governors know the school well, so they exercise useful oversight and provide an effective level of challenge to school leaders. Pupils achieve well in many subjects, especially in English and mathematics. Pupils are well behaved, respectful and well prepared for life in modern Britain. Learners in the sixth form do well. They are well supported and guided, so that more of them are now going into further education, employment or training. It is not yet an outstanding school because : Pupils make less progress in French, design and technology, and science, although results are improving. Teachers do not promote writing effectively enough. This is especially the case with boys. Whilst teaching in key stages 4 and 5 is strong, there is some less effective teaching in key stage 3 because some teachers do not use information well to help pupils catch up. Leaders do not consistently check whether the actions they take to improve aspects of the school make a difference to pupils’ progress. The support that leaders give teachers who are new to the profession is not well developed or sufficient to help these teachers improve rapidly enough.