Coleridge Community College

Highlights from Latest Inspection

Outcome

Coleridge Community College has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Matt Oughton.

This school is part of the United Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sir Jon Coles, and overseen by a board of trustees, chaired by Christian Brodie.

What is it like to attend this school?

Coleridge pupils know that staff want the best for them.

Expectations of learning and conduct are high. Pupils typically meet these expectations in the school's supportive environment. Most pupi...ls, including those who are disadvantaged and pupils with special educational needs and/or disabilities (SEND), work hard and achieve well.

They enjoy reading together during tutor time.

Positive relationships with staff contribute to pupils' motivation to learn. Good behaviour is the norm in lessons and at social times around school.

Pupils feel safe in school. They are taught how to keep safe in the community. Year 7 pupils settle in quickly.

They wear their uniform with pride. The school's ambition for 'education with character' is reflected in the range of personal development opportunities available. Pupils enjoy getting involved in clubs and music groups, such as the drummers of the 'Carnival Crew' or the choral society.

Many pupils take advantage of these opportunities. Those who do not are encouraged and supported to join in.

Pupils are well prepared to take the next steps in education, employment and/or training through helpful careers education.

Most move on to study in sixth form or further education colleges.

What does the school do well and what does it need to do better?

Since the previous inspection, the school has experienced a significant period of change.The number of pupils joining at a late stage in their secondary education has increased.

Working closely with the trust, the school has acted to continue to improve pupils' outcomes in national tests at the end of Year 11. In all year groups, the standards pupils achieve are rising. Gaps in learning for disadvantaged pupils and pupils with SEND are closing.

The curriculum is carefully thought out and effectively delivered. It makes clear the subject-specific vocabulary for pupils to learn. Staff are knowledgeable in their specialist areas.

Across subjects, pupils' learning builds in a logical order. Regular opportunities for pupils to practise their knowledge and skills mean they remember more of the content taught. Teachers check on pupils' learning regularly.

They address misconceptions quickly. The school accurately identifies the needs of pupils with SEND. Careful adaptations help pupils with SEND learn effectively alongside their peers.

Staff value the support they receive to adapt learning appropriately.

Regular reading is a priority for the school. Pupils respond well when exploring the high-quality texts they read together in lessons.

The school has acted to support a small group of younger pupils who need help to catch up with their reading. Consequently, these pupils become more accurate and fluent readers. However, a few other pupils would benefit from this intervention, especially to improve their writing.

While the school aims to extend the offer, this development is at an early stage.

Respectful relationships are promoted well. Disruption in lessons is rare because pupils know what the school expects of them.

Overall, pupils' attendance has improved. Effective action is rooted in careful analysis of all relevant information. However, some pupils, including those who are disadvantaged and those with SEND, still do not attend school regularly, so they fall behind in their learning.

The school is as ambitious for pupils' personal development as it is for their academic achievement. The range of pupil leadership opportunities, clubs and activities is extensive. Pupils' views are heard and acted on to improve their experiences.

The school's values are closely linked to fundamental British values. Pupils are taught, for example, to appreciate individual differences. They understand the principles of democracy.

Staff value the support leaders and the trust offer. They know that their workload and well-being are considered when changes are made. Governors and the trust have a clear understanding of what is going well and what could be better.

Consequently, they are well placed to challenge the school to continue to improve. While relationships with parents are typically positive, improving these further remains a development priority for the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few pupils who need extra help to improve their reading and wider literacy do not receive the support they need to secure rapid improvement. In these instances, this impacts the quality of these pupils' writing. The school should implement action to extend the provision quickly so all pupils are supported to achieve their very best.

• Some pupils, including those who are disadvantaged and pupils with SEND, do not attend school as regularly as they should. As a result, they fall further behind in their learning and miss important opportunities to improve their life chances. The school, working closely with governors and the trust, should build on relationships established with families to address any remaining barriers to attendance, so that attendance for all pupil groups continues to improve.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.

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