King Edward VII Science and Sport College

Name King Edward VII Science and Sport College
Ofsted Inspection Rating Good
Inspection Date 16 April 2015
Address Warren Hills Road, Coalville, Leicestershire, LE67 4UW
Phone Number 01530834925
Type Academy
Age Range 14-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 736 (48% boys 52% girls)
Number of Pupils per Teacher 19.8
Academy Sponsor King Edward Vii Science And Sport College
Local Authority Leicestershire
Percentage Free School Meals 12.2%
Percentage English is Not First Language 3.8%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

The college is an average-sized secondary school. Most students come from White British backgrounds. The proportions of students from minority ethnic groups are below average. The proportion of students who speak English as an additional language is well-below average. The college has an above-average proportion of disabled students and those who have special educational needs. The proportion of disadvantaged students, who receive support through the pupil premium, is average. This is additional funding for students in local authority care and those known to be eligible for free school meals. The college meets the government’s current floor standards, which set minimum expectations for students’ attainment and progress in English and mathematics by the end of Year 11. Approximately 50 students from Year 10 and 11 attend off-site work-related courses provided by: Aim Vocational Centre; Agar Nook Playgroup; Chameleon School of Construction; Forest Way School; Future Cycles; Soar Valley Music Centre; Learn Fit Academies; Leicester College; The Opportunity Centre, Nuneaton; VTEC Leicester; Sir John Moore Foundation; Trans4m; Whitwick Coffee Shop; and 2 Inspire. The college is highly collaborative and its partnerships include Ashby and Coalville Educational Partnership (ACE), North West Leicestershire Sports Partnership and the Forest Way Teaching Alliance. The national leader of education based at the Forest Way Teaching School Alliance supports the college.

Summary of key findings for parents and pupils

This is a good school. Leaders, including governors, have raised expectations and improved the quality of teaching. They have managed significant changes in staffing well. Behaviour has improved. Students feel safe in the college. They attend regularly and behave with courtesy and politeness. Pastoral leaders are vigilant and play a key role in helping students to overcome barriers to learning. Teachers are enthusiastic, caring and committed. They have good subject knowledge, and use assessment well to check students’ progress and provide timely and effective support. Previously, students did not make good progress in a range of subjects, including English and mathematics. Students of all abilities and in all groups are now making good progress. The college has strong partnerships, including good links with its feeder schools, to ease transition into the college. Students understand the difference between right and wrong. Classroom subjects and extra-curricular activities promote British values and students’ spiritual, social, moral and cultural development effectively. The curriculum matches the needs of all students. The extensive work-related programme appeals to the interest and aptitude of students, including those who struggle to succeed with academic learning. There are significantly fewer fixed period exclusions than there were in previous years. The Principal has a clear vision for college improvement and enjoys strong support from governors, staff, parents and students. Under-performance has been tackled so that teaching is now good. The sixth form promotes good achievement for all groups of students. There is a wide variety of work related and academic courses. Students are encouraged to be aspirational and participate fully in college life. It is not yet an outstanding school because : Teachers’ questioning is not always effective in generating discussion and developing students’ speaking skills. Sometimes, learning activities do not stretch or challenge the most-able students. Disabled students and those who have special educational needs do not make rapid enough progress. Some students are not effective in finding out information for themselves and some work is poorly presented.