Trumpington Community College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know that staff at the school have unashamedly high ambition for them.

They appreciate the hard work teachers put into designing engaging and challenging lessons. Pupils respond by working hard. They produce high-quality work and, as a result, learn well.

They make exceptional progress and achieve excellent exam outcomes.

Older pupils can see how the school has improved in recent years. They can see how all pupils learn in quiet, calm classrooms.

Pupils acknowledge that disruption still occurs occasionally. However, they have confidence in their teachers to deal with any interruption quickly and consistently.

Pupils relish the opportu...nities the school provides beyond the classroom.

They welcome responsibility and the chance for personal growth. Over half of eligible pupils take part in The Duke of Edinburgh's Award. These opportunities help individual personal growth.

Pupils develop pride in becoming valuable members of their community.

Parents are highly supportive of the school. One comment, reflective of many, was: 'The statistics show the school is clearly achieving exceptional academic things with all its students.

But it is that it manages this in a joyful, safe and loving way that I find so deeply impressive. I love going there and so do my children.'

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

The school has developed and implemented a curriculum that is broad and highly ambitious.

Subject experts have defined exactly what pupils need to know and when. Curriculum plans identify how pupils can use what they already know to help them learn new information.

The school ensures all pupils are able to read fluently.

Where pupils need to catch up, effective support is put in place. This focus on making sure all pupils read well means pupils are able to fully access the whole curriculum.

High-quality training supports teachers to deliver the curriculum's aspirational aims.

As a result, they plan and consistently deliver exceptional learning experiences. They provide regular opportunities to revisit key knowledge. Teachers link this knowledge to different contexts.

They skilfully check if pupils have understood what has been taught. If pupils have a misconception, questions precisely pinpoint them. Teachers then change how they explain something or use other examples to overcome these misconceptions.

Pupils develop a deep and rich understanding in all areas of the curriculum.

Pupils with special educational needs and/or disabilities (SEND) flourish. The school's inclusive culture means that they are fully involved in the life of the school.

The level of ambition for pupils with SEND is the same as for all other pupils. Expectations are equally high. Pupils with SEND learn the same curriculum content.

They produce work that is of an equally high standard. Consequently, pupils with SEND achieve impressively as well as all other pupils.

The school has high expectations for pupils' behaviour.

The majority of pupils behave extremely well. Most lessons proceed without interruption. Around school, pupils are generally polite and respectful.

Teachers deal with any incidents when learning is disrupted quickly and without fuss. However, some pupils struggle to consistently meet the high standards of conduct expected. While the school has provided effective support, it has not always precisely addressed the underlying causes of the behaviour of a small number of pupils.

This means some pupils find it difficult to improve how they behave. Consequently, a small number of pupils receive high numbers of sanctions and, in some cases, suspension.

The school's personal, social and health education programme is well planned.

Pupils build an age-appropriate understanding of important subjects. They learn about tolerance, consent and democracy. Most pupils use this information well in their daily lives.

However, a small number of pupils have not fully understood the importance of healthy relationships. As a result, some pupils do not always interact with others appropriately or respectfully.

The careers programme is well designed.

Pupils access a wealth of information across a range of academic and vocational options. Pupils in Year 10 place high value on their work experience. Pupils are well informed about their next steps.

Leaders, including those from the trust, have made exceptional improvements to the quality of education pupils experience. They have ensured staff get the best training to maintain this journey of improvement. Local governors and trustees have clarity about the school's performance.

Staff are hugely proud to work in the school. They feel cared for, engaged with and valued.

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 has not determined precisely enough the underlying reasons a small number of pupils cannot meet the high expectations leaders have for their behaviour and conduct. Consequently, some pupils experience a high rate of sanctions and suspension from school. The school should ensure that it understands and addresses the root causes of some pupils' behaviours.