|Name||Soham Village College|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 December 2016|
|Address||Sand Street, Soham, Ely, Cambridgeshire, CB7 5AA|
|Number of Pupils||1389 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.2|
|Academy Sponsor||Staploe Education Trust|
|Percentage Free School Meals||8.3%|
|Percentage English is Not First Language||7.3%|
|Pupils with SEN Support||11.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school meets the requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is part of the Staploe Educational Trust. The school is larger than the average-sized secondary school. The majority of pupils are White British. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is above average. The proportion of disadvantaged pupils supported by the pupil premium is below the national average. The head of school has been in post since September 2016. The previous headteacher is now the executive headteacher of the academy trust. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 11. A small proportion of pupils have some of their lessons at the ‘The Isle’. This is the school’s on-site provision and is mainly for pupils who have complex needs, who are at risk of exclusion or who need support to re-engage in learning. A very small proportion of pupils access education off-site through the Cambridge Regional College, West Suffolk College, the Centre School at Cottenham or the Red Balloon of the Air online programme.
Summary of key findings for parents and pupils
This is a good school The head of school provides highly effective leadership focused on rapid, long-term, sustainable improvement. Senior leaders have created a culture of high expectations. The executive headteacher, senior leaders and governors are highly ambitious for the school. They have a very accurate view of the school’s strengths and weaknesses. The way in which the school promotes pupils’ personal development and welfare is outstanding. Rightly, governors are proud of the range of support given to pupils on a one-to-one basis. Procedures to safeguard pupils are robust. The work to support pupils, including the most vulnerable, is outstanding. Leaders’ work to improve the quality of teaching has been effective. Teaching is now good, with areas of outstanding practice. Last year, the progress made by Year 11 pupils from their different starting points was significantly above average. The vast majority of pupils make good progress across the curriculum. Leaders and teachers track individual pupils’ progress rigorously. They ensure that there is a swift response to any identified issues. The progress of disadvantaged pupils has improved significantly and is now broadly in line with all pupils nationally. However, there are still some differences in the attainment of disadvantaged pupils and their peers. There are strong relationships between pupils and staff, and pupils say that this helps them make better progress. Most teachers work effectively to support pupils’ literacy and numeracy skills. However, some teachers do not address pupils’ spelling or punctuation errors sufficiently. Pupils behave well in lessons. On the rare occasions where teaching is less effective, a small minority of pupils disrupt the learning of others. Pupils move around the large and complex site quickly to ensure that they are punctual for their lessons. Breaktimes and lunchtimes are civilised occasions. Overall, attendance is significantly higher than the national figure. However, leaders quite rightly have identified the persistent absence of some groups as a continued focus. Parents are overwhelmingly positive about the school. Ninety-seven per cent of parents who completed the Parent View survey would recommend the school to another parent.