We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Eggbuckland Community College.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Eggbuckland Community College.
To see all our data you need to click the blue button at the bottom of this page to view Eggbuckland Community College
on our interactive map.
Eggbuckland Community College encourages pupils to show tenacity, integrity, compassion and knowledge. However, the school does not have high enough expectations of what pupils are able to do. The standard of work accepted from pupils is below what they can produce when suitably challenged.
In particular, pupils struggle to write at length with high levels of technical accuracy in spelling, punctuation and grammar. This is hindering pupils' and sixth-form students' achievement.
Pupils behave well.
They have a clear understanding of the school's behaviour expectations and consequences. When adults uphold these expectations, pupils appreciate that they can lear...n without disruption. Bullying is infrequent, and pupils have adults they can turn to if they have concerns.
Pupils feel safe.
Pupils enjoy taking part in extra-curricular trips and visits, for example entering competitive sports, theatre trips and completing the Duke of Edinburgh's Award scheme. Pupils recognise the recent widening of opportunities available to them through the introduction of new clubs and the upcoming activities week.
The small school council is led by sixth-form students and includes pupil representatives from all year groups. This gives pupils a voice to make suggestions and share their views.
What does the school do well and what does it need to do better?
The school has recently begun to adopt the Westcountry Schools Trust curriculum.
The trust has provided support and training to resource and develop this broad curriculum within this school's context. However, the methods chosen to deliver the curriculum are not always well matched to the curriculum aims or sufficiently adapted to meet the needs of all pupils. As a result, pupils and students in the sixth form are not learning the intended curriculum well over time.
Assessment strategies are not used effectively to check and improve pupils' understanding. Once assessment has taken place, the information is not used effectively to close the gaps in pupils' knowledge and correct misconceptions. Pupils without secure knowledge and understanding of the work to date find it difficult to learn the subsequent content.
The trust understands the importance of reading. It has supported the school to develop its reading curriculum. Pupils enjoy the texts chosen to introduce interesting themes and diverse cultures.
They are keen to see which books will make the future reading lists. The school identifies the weakest readers and supports them to improve their accuracy and confidence.
The school accurately identifies pupils with special educational needs and/or disabilities (SEND).
Pupils who attend the specially resourced provision for those with a hearing impairment are well supported. They learn the curriculum and engage in extra-curricular activities alongside their peers.The school closely monitors the attendance of pupils and students in the sixth form.
It is working with the families of pupils who are not yet attending school frequently to improve their attendance. Raising attendance and reducing persistent absence is a high priority for the trust.
The school's personal development curriculum prepares pupils for adult life well.
Well-being lessons are age appropriate and cover relationships and sex education. Pupils learn about a diverse range of faiths and beliefs and have opportunities to consider viewpoints that are different to their own. They understand the importance of tolerance and respect for others.
Pupils know how to look after their physical and mental health. The school is proactive in teaching pupils about dangers they face within the local area. For example, recent work to highlight the dangers of vaping is helping to keep pupils safe.
Pupils receive timely advice and guidance about employment, apprenticeships and further education opportunities. They hear about a range of different professions through 'Futures Friday' and guest speakers. Sixth-form students receive additional support to apply for university courses.
They also benefit from the 'supra curriculum' offered to all post-16 students across the Westcountry Schools Trust. Through this, they can attend enrichment activities such as specialist subject lectures.
The school understands the value of engaging with all members of the school community.
It is considerate of the workload of staff when implementing changes. It provides staff with professional development opportunities suited to their roles. The trust, through its hub boards, is keen to hear the views of parents and carers.
The trust, until recently, had an overgenerous view of the effectiveness of the school. As a result, the pace of change since the last inspection has been too slow. The new leadership has accurately highlighted priority areas for improvement.
However, the recent changes made are only just beginning to secure improvements. Leaders at all levels, including governance, have not accurately assessed and challenged the quality of education provided by the school. Consequently, they have not secured rapid improvements for the benefit of all pupils and sixth-form students.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school does not have high enough expectations of what pupils are able to do. Adults accept poor-quality work when pupils are capable of more.
The trust should ensure that the expectations of what pupils and sixth-form students can achieve rise rapidly. The implementation of the curriculum is not sufficiently adapted to meet the needs of all pupils. Consequently, some pupils are not challenged and those who require additional support do not receive it.
The trust should ensure that the curriculum is adapted to meet the needs of all pupils. ? Assessment is not effectively used to identify and address gaps in pupils' knowledge or misconceptions. When these are not addressed and corrected pupils lack the foundational knowledge needed to learn more challenging content.
The trust should ensure that assessment accurately informs the adjustments needed to the curriculum to ensure that pupils' knowledge and understanding are secure. ? The actions taken to improve the quality of education have not, until recently, been swift or ambitious enough. The trust should ensure that leaders at all levels, including governance, can accurately monitor, assess and challenge the quality of education provided by the school.
