School etc

Colne Community School and College Closed - academy converter Aug. 31, 2011

see new Colne Community School and College

Colne Community School and College
Church Road

phone: 01206 *** ***

principal: Mr Nardeep Sharma


school holidays: via Essex council

Secondary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
Close date
Aug. 31, 2011
Reason closed
Academy Converter
OSGB coordinates
Easting: 608315, Northing: 217802
GPS coordinates
Latitude: 51.82, Longitude: 1.0212
Accepting pupils
11—18 years old
Ofsted last inspection
Jan. 19, 2011
Region › Const. › Ward
East of England › Harwich and North Essex › Brightlingsea
Town and Fringe - less sparse
Admissions policy
Main specialism
Sports (Operational)
Maths and Computing second specialism
Sixth form
Has a sixth form
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in Colchester

Schools nearby

  1. Colne Community School and College CO70QL (1334 pupils)
  2. 0.5 miles Brightlingsea Infant School CO70HU (249 pupils)
  3. 0.5 miles Brightlingsea Junior School CO70HU (311 pupils)
  4. 2.3 miles Alresford Primary School CO78AU (104 pupils)
  5. 2.9 miles Great Bentley Primary School CO78LD (206 pupils)
  6. 3 miles St Osyth Church of England Primary School CO168PN (295 pupils)
  7. 3.1 miles Priory Meadow School CO168PH
  8. 3.5 miles Millfields Primary School CO79RD (210 pupils)
  9. 3.6 miles Children's Support Centre, Wivenhoe CO79BA
  10. 3.7 miles Fingringhoe Church of England Voluntary Aided Primary School CO57BN (80 pupils)
  11. 3.8 miles Dan02 Bridge Year 10 CO58SX
  12. 3.9 miles Col01 - Colchester Bridge Year 11 CO58SX
  13. 4.2 miles St Lawrence Church of England Primary School, Rowhedge CO57HR (171 pupils)
  14. 4.3 miles Broomgrove Infant School CO79QB (179 pupils)
  15. 4.3 miles Broomgrove Junior School CO79QB (232 pupils)
  16. 4.3 miles Market Field School CO77ET (187 pupils)
  17. 4.3 miles Focus School - Colchester Primary Campus CO77JG
  18. 4.6 miles Weeley St Andrew's CofE Primary School CO169DH
  19. 4.6 miles Bishops Park College CO168BE
  20. 4.6 miles Tendring Enterprise Studio School CO168BE (198 pupils)
  21. 4.6 miles Weeley St Andrew's CofE Primary School CO169DH (209 pupils)
  22. 4.7 miles Frobisher Primary and Nursery School CO152QH (293 pupils)
  23. 4.7 miles Elmstead Primary School CO77YQ (213 pupils)
  24. 4.8 miles Langenhoe Community Primary School CO57PG (144 pupils)

List of schools in Colchester

Colne Community School and College

Inspection report

Unique Reference Number 115376
Local Authority Essex
Inspect ion number 357744
Inspect ion dates 19–20 January 2011
Reporting inspector David Anstead HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary
School category Foundation
Age range of pupils 11–19
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Nu mber of pupils on the school roll 1440
Of which, number on roll in the sixth form 200
Appropriate authority The governing body
Chair Michael Hindley
Principal Nardeep Sharma
Date of previous school inspection 19 September 2007
School address Church Road
Brightlingsea, Colchester
Telephone number 01206 303511
Fax number 01206 302258
Email address reveal email: nsha…
Age group 11–19
Inspect ion dates 19–20 January 2011
Inspect ion number 357744


This inspection was carried out by one of Her Majesty's Inspectors and five additional
inspectors. The inspection team saw 55 lessons taught by 54 teachers. Meetings were
held with groups of students, the school council, staff and members of the governing
body. Inspectors observed the school's work, and looked at students' books, analysed
assessment data, checked policies and read reports about the school from the local
authority. The views of 192 parents and carers, 200 students and 64 members of staff,

expressed in questionnaires, were taken into account.

The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • How good is the achievement of all students and, especially, of lower-attaining
    students and of students with special educational needs and/or disabilities?
  • Has the sixth form improved since the last inspection?
  • How well has new leadership taken the school forward over the last three years?

Information about the school

The school is well above average in size. The proportion of students known to be eligible
for free school meals is below average. Around 5% of students are from a range of
minority ethnic groups. The proportion of students with special educational needs and/or
disabilities is about average. The school has held specialist status in sports for ten years
and recently achieved the International School Award.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3
The school's capacity for sustained improvement 2

Main findings

The headteacher had only been in post for two weeks at the time of the last inspection.
Over the succeeding three years he has brought considerable vigour to the work of the
school and, together with his reformed senior and middle leadership teams, has driven
forward improvements in a range of areas. The overall effectiveness of the school is
satisfactory and it is well placed to improve further.
The care, guidance and support provided to students are good and promote good
outcomes in students' personal development and well-being. Attendance has improved
markedly and is above average with the proportion of students who are persistently
absent being sharply reduced. The extent to which students feel safe at the school is
outstanding. Students say there is no oppressive or intimidatory behaviour and if there
was, they are confident the school would deal with it well. Parents and carers concur with
98% of those responding to a questionnaire agreeing that they feel their child is safe at
the school. Safeguarding procedures are excellent as is the promotion of a cohesive and
harmonious community. Behaviour and attitudes to learning were good and often
outstanding in most lessons visited. Its culture and ethos make the school a good place in
which to learn.
Good leadership and management of teaching and learning have provided high- quality
training about what is expected. Where teachers have followed the guidance and
successfully been able to meet the school's high expectations, teaching is good and
sometimes outstanding. However, not all teachers have mastered what is expected and
practice is variable. Although teaching is clearly improving, overall it is satisfactory. This is
because a minority of teaching is overly teacher directed, restricting the opportunities for
students to work independently or in small groups on different tasks matched to their
needs. Some activities lack sparkle and challenge and fail to engage and enthuse students.
In 2010, the proportion of students attaining five or more A* to C grades at GCSE went up
noticeably and the proportion attaining five A* to C grades including English and
mathematics also increased but not significantly so. Although students were awarded a
greater number of GCSE grades in 2010, the standards they reached in them remained in
line with those of previous years and, therefore, attainment remained average overall.
This does show however that improving teaching is beginning to raise attainment.
School development planning is very good and based upon robust systems for monitoring
and evaluating the work of the school. The headteacher provides excellent leadership and
together with his senior leaders injects tremendous drive and ambition into improving the
school but this has yet to impact fully on the quality of teaching and on achievement. All
outcomes apart from achievement are now good and have improved rapidly. Most aspects
of the school's work, including the overall effectiveness of the sixth form are judged to be

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

grade higher than at the last inspection. It is clear that from the school's strong track
record over the last three years that it has a good capacity to sustain its improvement.
Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a
monitoring visit by an Ofsted inspector before their next section 5 inspection.

What does the school need to do to improve further?

  • Raise achievement by:
    spreading the best practices in teaching to ensure that teaching and learning are
    of a consistently good quality
    ensuring learning activities consistently engage and interest students and are of
    appropriate challenge
    making sure all teachers provide opportunities in lessons for students to work
    independently and in small groups.
Outcomes for individuals and groups of pupils 3

Attainment on entry is average. The pattern of attainment in GCSE examinations for the
last three years is broadly average which represents satisfactory achievement. There are
minimal differences in the achievement of students when considered by gender and
ethnicity. However, in 2010 lower-attaining students and those with special educational
needs and/or disabilities made inadequate progress and left school with a limited number
of qualifications. Analysis of the school's tracking data and observations of the progress
currently being made by this group of students in lessons show that their progress is now
satisfactory. The progress being made by lower-attaining students and students with
special educational needs and/or disabilities has improved most in English, but remains
lower in mathematics.
The quality of learning is satisfactory. Where it was best, clear expectations are
established and maintained which reinforce good behaviour and learning proceeds at a
good pace. Where learning is satisfactory, teachers tend to talk to the class for lengthy
spells and students are set the same work to do, which is too easy for some and too
difficult for others. In a handful of such lessons, and mostly those of lower- attaining
students, off-task behaviour disrupted the learning of others. Of a sample of students
responding to a questionnaire, 35% disagreed that behaviour at the school is good.
Despite this perception, good behaviour makes a strong contribution to learning in most
lessons, apart from the odd isolated example where it is less than good.
Spiritual, moral and social development is good and reflects the good behaviour and
relationships that exist. Good spiritual development was seen in a Year 11 drama lesson
where students acted out roles of people with different belief systems. In a sixth form
photography lesson, students reflected on the effect of imagery on beliefs, stereotypes
and prejudice. Students' cultural development is outstanding as an outcome of the
school's well-established international links with other schools and especially the
partnership with a school in Thailand.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behav iour 2
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop wor kplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Students behave extremely well in lessons where tasks interest them and where the
tendency of a few older students to stray off task is well managed by their teachers.
Almost all students are aware of their target grades, their current levels of attainment in
each subject and can explain what they need to do to improve their work. In some lessons
though, the use of questioning by teachers is superficial and they fail to check at regular
intervals how well students understand new concepts. Good assessment information is
available to teachers about the prior attainment of their students but this is not used by

some teachers to plan work of an appropriate challenge to the range of needs in a class.

The most striking feature of this school's broad and balanced curriculum is the way in
which it has been developed through the impact of its sports college status. Extensive
student leadership programmes prompt self worth. Subject links between sport and other
curriculum areas such as design and technology have honed students' problem-solving
skills. Links with other institutions are outstanding. They involve working with students
and their teachers from over 55 partner schools. In turn this strengthens transition from
the primary to the secondary curriculum. Good application of literacy and numeracy across
subjects has a good impact on consolidating students' learning; however, opportunities to
enrich the curriculum through the use of information and communication technology are
sometimes missed. Visits at both local and international level have a positive impact on

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

students' understanding of the wider world. There are a good range of well-attended
optional clubs and activities.
Arrangements for ensuring Year 5 and Year 6 pupils are well integrated when they join the
school in Year 7 are good. The quality of support for vulnerable students and, especially,
looked after children is good and, consequently, the attendance of these students this
term has been 100%. However, support for students with special educational needs
and/or disabilities is less effective because tracking of their progress and development is
less rigorous. Support for students with behavioural problems, such as the use of the
isolation room and internal exclusion, has reduced fixed and permanent exclusion rates
dramatically in the last three years. Behaviour is better at Key Stage 3 where these new
strategies for managing behaviour have been in place from when these students joined
the school.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leaders and managers at all levels are focussed on improving standards and meeting
challenging targets, giving the school good ambition and drive. The good leadership and
management structure enables leaders to monitor performance and agree targets with
individual teachers that support the aims of the school development plan. Provision for
training staff and supporting teachers in striving for excellence in their professional skills is
good and has high levels of take-up by staff. Although the quality of teaching is improving,
it has not yet reached the target the school has set for itself, which is for all lessons to be
good or better.
The effectiveness with which community cohesion is promoted is outstanding because the
school has a clear understanding of its context from a detailed and informative analysis.
Students have exceptional involvement with others at local, regional, national and
international levels and particularly through specialist sports college activities, including
participation in world championship sailing events. Action to tackle discrimination is good,
and gaps in the performance of different student groups are closing. The past
underachievement of students with special educational needs and/or disabilities has been
rectified although the school recognises that achievement in mathematics remains lower.
Safeguarding students is taken extremely seriously by all staff and the governing body,
resulting in exemplary systems and procedures. The governing body is passionately
committed to helping the school improve and to sustaining strong links between it and the
community. They have had an excellent impact on the school's effective and efficient use

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

of resources but have not evaluated the examination data sufficiently well to be able to
challenge the school's performance, which is still satisfactory.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for money 3

Sixth form

Outcomes have improved since the last inspection and are now good. The progress made
by sixth formers on AS- and A-level courses is good overall, and outstanding in
photography and art. It is satisfactory in mathematics and science. The sixth form includes
a sports academy provided through the school's specialist status offering vocational
qualifications. This is enormously popular with students from other schools and the
progress these students make is outstanding. Retention rates are now broadly average,
attendance is above average and behaviour is good and supports learning well. Students
make a very positive contribution to the wider life of the school through, for example, the
sports leadership programme.
Good provision is leading to the improved progress and outcomes. The quality of teaching
in the sixth form is good. Teachers use their knowledge of students' prior achievements
well to plan learning of appropriate challenge and which sustains students' interest. Aside
from the sports academy, there are fewer opportunities for students to pursue vocational
rather than academic qualifications. Additional enrichment activities are very good and
broaden students' experiences and horizons. Leadership and management of the sixth
form are good. There are ambitious plans derived from rigorous monitoring and analysis of
performance data. Partnerships with other organisations are excellent and significantly
enhance provision.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the sixth form

Overall effectiveness of the sixth form 2
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form 2
Leadership and management of the sixth form 2

Views of parents and carers

Parents and carers were most positive about the extent to which the school keeps their
children safe and with their overall experience of the school. This reflects the outstanding
effectiveness of safeguarding procedures and the good behaviour and ethos for learning.
The school is heavily oversubscribed illustrating the positive views of parents and carers
about the quality of education it offers. Parents and carers were least positive about how
well the school helps their children adopt healthy lifestyles with several comments
attributing this to a limited choice of healthy food options towards the end of the lunch
break. Inspectors judged this aspect of the school's work to be good with strengths in the
amount of physical exercise students regularly undertake. Some parents and carers
expressed reservations about how well the school deals with unacceptable behaviour,
although in comparison to national benchmarks, parents and carers were actually more
positive about the school's handling of behaviour than is generally seen in other schools.
Inspectors observed a handful of lessons where behaviour was unacceptable but this was
by far outweighed by the very many lessons they visited where attitudes to learning were
good or outstanding.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Colne Community School and
College to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 192 completed questionnaires by the end of the on-site
inspection. In total, there are 1440 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 56 29 121 63 11 6 1 1
The school keeps my child
50 26 138 72 2 1 0 0
My school informs me about
my child's progress
43 22 133 69 14 7 1 1
My child is making enough
progress at this school
55 29 120 63 11 6 2 1
The teaching is good at this
33 17 140 73 15 8 2 1
The school helps me to
support my child's learning
35 18 137 71 12 6 2 1
The school helps my child to
have a healthy lifestyle
35 18 132 69 19 10 4 2
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
43 22 125 65 8 4 3 2
The school meets my child's
particular needs
39 20 140 73 8 4 0 0
The school deals effectively
with unacceptable behaviour
36 19 131 68 17 9 2 1
The school takes account of
my suggestions and concerns
25 13 144 75 8 4 2 1
The school is led and
managed effectively
43 22 131 68 11 6 4 2
Overall, I am happy with my
child's experience at this
61 32 120 63 10 5 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

21 January 2011
Dear Students

Inspection of Colne Community School and College, Colchester, CO7 0QL

Thank you for your friendly welcome when we inspected your school.
We found that your school is satisfactory and that it is improving rapidly. The quality of
teaching you receive is satisfactory in general, although some of it is good and some
outstanding. Consequently, the progress you are making is also satisfactory. Most of you
behave extremely well and relationships at the school are good. The school looks after you
well. You have a good range of courses to choose from at Key Stage 4 and in the sixth
form and you told us that you feel very safe at school. Your attendance is better than
average. The headteacher and senior staff are doing a good job of making your school
I have asked your school to improve your academic achievement by:

  • helping all teachers to be as good as the best teachers
  • ensuring the work you are given to do is interesting and not too easy or too hard for
  • making sure that your teachers give you regular opportunities in lessons to work in
    small groups and on your own.

You can help by always trying your best and by following the guidance your teachers give
you about how to improve your work.
With best wishes for your future
David Anstead
Her Majesty's Inspector


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