School etc

Durham Community Business College for Technology and Enterprise

Durham Community Business College for Technology and Enterprise
Bracken Court
Ushaw Moor

phone: 0191 3730336

headteacher: Mrs Anne Lakey

reveal email:…


school holidays: via Durham council

507 pupils aged 11—19y mixed gender
693 pupils capacity: 73% full

270 boys 53%


235 girls 46%


Last updated: Oct. 2, 2014

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 423402, Northing: 543025
GPS coordinates
Latitude: 54.782, Longitude: -1.6377
Accepting pupils
11—19 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 17, 2014
Region › Const. › Ward
North East › City of Durham › Deerness
Town and Fringe - less sparse
Admissions policy
Main specialism
Business and Enterprise (Operational)
and Technology (Operational)
SEN priorities
PD - Physical Disability
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Durham

Schools nearby

  1. 0.3 miles Ushaw Moor Junior School DH77LF
  2. 0.3 miles St Joseph's Roman Catholic Voluntary Aided Primary School, Ushaw Moor DH77LF (101 pupils)
  3. 0.4 miles Bearpark Primary School DH77AU (73 pupils)
  4. 0.4 miles Silver Tree Primary School DH77LF (179 pupils)
  5. 0.5 miles Ushaw Moor Infant School DH77PQ
  6. 1 mile New Brancepeth Nursery School DH77EW
  7. 1.1 mile New Brancepeth Primary School DH77EU (129 pupils)
  8. 1.7 mile Witton Gilbert Primary School DH76TF (179 pupils)
  9. 1.7 mile Langley Park Primary School DH79XN (207 pupils)
  10. 1.7 mile Durham Johnston Comprehensive School DH14SU (1495 pupils)
  11. 1.8 mile Langley Moor Nursery School DH78LL (70 pupils)
  12. 1.8 mile Langley Moor Primary School DH78LL (203 pupils)
  13. 1.8 mile Neville's Cross Primary School DH14JG (240 pupils)
  14. 1.8 mile Trouts Lane School DH15RH
  15. 2 miles St Leonard's Roman Catholic Voluntary Aided Comprehensive School DH14NG (1379 pupils)
  16. 2 miles Dunholme School DH15TS
  17. 2 miles South View School DH15TS
  18. 2 miles New College Durham DH15ES
  19. 2 miles Aykley Heads Centre DH15TS
  20. 2.1 miles St Margaret's Church of England Primary School DH14QB (388 pupils)
  21. 2.1 miles St Patrick's Roman Catholic Voluntary Aided Primary School, Langley Moor DH78JJ (84 pupils)
  22. 2.1 miles Durham Trinity School & Sports College DH15TS (189 pupils)
  23. 2.2 miles Brandon Junior School DH78NL
  24. 2.2 miles Brandon Infants' School DH78NL

List of schools in Durham

15 June 2015
Mr Trevor Dunn
Acting Headteacher
Durham Community Business College for Technology and Enterprise
Bracken Court
Ushaw Moor
Dear Mr Dunn

Special measures monitoring inspection of Durham Community Business
College for Technology and Enterprise

Following my visit with Steven Goldsmith, Additional Inspector, to your college on 11
and 12 June 2015, I write on behalf of Her Majesty’s Chief Inspector of Education,

Children’s Services and Skills to confirm the inspection findings. Thank you for the

help you gave during the inspection and for the time you made available to discuss
the actions which have been taken since the college’s previous monitoring
The inspection was the second monitoring inspection since the college became
subject to special measures following the inspection which took place in September
2014. The full list of the areas for improvement which were identified during that
inspection is set out in the annex to this letter. The monitoring inspection report is
Having considered all the evidence I am of the opinion that at this time:
The college is making reasonable progress towards the removal of special measures.
The college may not appoint newly qualified teachers before the next monitoring
I am copying this letter to the Secretary of State, the Chair of the Interim Executive
Board and the Corporate Director: Children's and Adults' Services for Durham. This
letter will be published on the Ofsted website.
Yours sincerely
David Brown

Her Majesty’s Inspector

CfBT Inspection Services
Suite 22
West Lancs Investment Centre
Maple View
T 0300 123 1231
Text Phone: 0161 618 8524
reveal email: enqu…
Direct T 01695 566932
Direct F 01695 729320
Direct email: reveal email: hcar…


The areas for improvement identified during the inspection which took
place in September 2014

  • Urgently improve the quality of teaching so that it is at least good in order to
    raise achievement, especially in mathematics, science and the sixth form by
    ensuring that:
    - the progress made by different groups of students is accurately and
    regularly checked
    - students’ work is accurately assessed and new work enables all groups of
    students to make rapid progress
    - teachers demand consistently high standards of work from their students
    - all marking and feedback gives helpful guidance by showing students
    precisely what they must do to improve their work and ensuring they act
    upon this advice quickly.
  • Urgently improve the effectiveness of leadership and management, including
    governance, so that improvement is driven forward rapidly by:
    - ensuring that senior leaders are capable of delivering improvement
    - establishing robust systems to check and evaluate the college’s work
    accurately and ensuring that the outcomes are used consistently by all
    senior and middle leaders and managers to make rapid improvements
    - ensuring that leaders’ judgements about the quality of teaching give high
    regard to the standards of students’ work over time and published
    performance data on progress and attainment
    - checking that students who are supported by the government’s pupil
    premium funding receive high calibre support that accelerates their
    - ensuring that the governing body holds the senior leaders and managers
    to account for all aspects of the college’s performance.
    An external review of governance should be undertaken in order to assess how this
    aspect of leadership and management may be improved.
    An external review of the college’s use of pupil premium funding should be
    undertaken in order to assess how this aspect of leadership and management may
    be improved.
    Report on the second monitoring inspection on 11 and 12 June 2015
    During this inspection meetings were held with the acting headteacher and other
    senior leaders, two members of the Interim Executive Board (IEB) of governors, the
    national leader of education (NLE) supporting the college, and a representative of
    the local authority. Inspectors met with middle leaders and a meeting was held with
    the college staff. Inspectors observed teaching in 15 lessons and part lessons in a
    range of subjects across the age range of the college and observed the work of the
    inclusion unit. College documentation, including department reviews, records of
    observations of teaching, attendance and exclusions data, and the single central
    record, which contains checks on the appointment of staff, was reviewed.
    Durham Community Business College is part of a federation with a local secondary
    school. The Chief Executive of the college is currently not at work. An acting
    headteacher has oversight of the two colleges with a head of college taking
    responsibility for the day-to-day work of each. The governing body has been
    replaced by an IEB and a NLE has been appointed to support leadership within the
    college. The current head of science is not at work. A major restructuring of the
    senior leadership team of the two colleges in the federation will take effect from
    September. A part-time acting deputy headteacher will take up post along with an
    acting head of science at this time. Plans for the college to become an academy are
    under consideration.
    Achievement of pupils at the school
    A more rigorous system for collecting and analysing information about students’
    progress is in place and senior leaders are confident that the data they hold on the
    progress of students in Key Stage 4 is now accurate. Assessments are analysed and
    checked more rigorously and, as a consequence, the college has been able to
    intervene rapidly when students have not achieved as well as expected. However,
    leaders are less confident about the accuracy of assessments in Key Stage 3, as
    these continue to show wide variations in rates of progress across different subjects.
    As a result of this work, together with some improvements in teaching, the most
    recent college assessments suggest that examination results in 2015 will be slightly
    better than those achieved in 2014, with a significant improvement predicted in
    English and greater improvements overall in 2016. However, student progress varies
    across subjects and is still weaker in mathematics, in science and in the humanities.
    A significant gap remains between the attainment of disadvantaged students and
    that of their peers. Good and better progress was evident in a number of lessons
    observed by inspectors, but this is not yet the case in all classes. In particular, the
    promotion of literacy across the curriculum remains too variable.
    The quality of teaching
    The quality of teaching has been a major focus for improvement in the college and
    in some areas this work is starting to have an impact on the progress of students.
    The expectations of many teachers have been raised and in the best learning seen
    students’ attitudes towards their learning are good. Where weaker learning occurs it
    is characterised by a lack of pace and challenge, insufficient adaptation of tasks to
    meet the needs of students of different abilities, and weaknesses in spoken grammar
    being unchallenged so that students do not become confident users of standard
    The college has developed a far more rigorous system for collecting and analysing
    data about students’ progress. The accuracy of teacher assessment has improved
    following training from the local authority and teachers are now more aware of data
    relating to students’ progress and are mindful of the different groups of students in
    their classes. In the lessons where good and better learning takes place, teachers
    plan activities that meet the needs of different students, but this is not yet consistent
    through all subject areas and year groups. In some lessons activities are still pitched
    at a low level and do not challenge students to develop a deeper understanding of
    the subject.
    The quality and effectiveness of teachers’ marking are improving. Work in students’
    books shows that many students take more pride in their presentation and some
    respond enthusiastically to the marking and feedback they receive. However, these
    improvements are inconsistent across subjects. More needs to be done to embed
    these developments and make sure that best practice in teaching is spread across
    the college.
    Behaviour and safety of pupils
    Rates of attendance have improved since the college introduced more robust
    tracking systems and tighter procedures for dealing with absence. The awareness of
    the importance of good attendance among students has been raised throughout the
    college. Parents of absent students are contacted promptly by a telephone call or
    text and the college has worked with students and their parents on an individual
    basis to offer targeted support with appropriate rewards as attendance improves.
    This work has led to persistent absence declining significantly since the inspection.
    More effective and personalised support work with students has also reduced the
    rate of fixed-term exclusions.
    The majority of the students are keen to learn and instances of low-level disruption
    are declining as the quality of teaching improves. The number of students who
    spend time in the college inclusion suite is falling as teaching and support improve.
    The quality of leadership in and management of the school
    The acting headteacher has received extensive high quality support from the local
    authority and the NLE. Senior leaders from Parkside Academy, a local outstanding
    school, have supported the development of a more robust system for collecting and
    analysing data about students’ progress. This information is more accurate than that
    used historically and has allowed college leaders and teachers to intervene speedily
    where underperformance is noted. Middle leaders have received effective training
    from the local authority to improve the accuracy of student assessment, allowing
    teachers to provide targeted support where required. This work is beginning to have
    a positive impact on the achievement of all students.
    The local authority, along with leaders from Parkside Academy, has carried out a
    detailed review of each subject department in the college. These reports have been
    used by department heads to create subject improvement plans. These plans vary in
    quality; the best include milestones from which progress in improvements can be
    assessed, whereas weaker plans are more descriptive and concentrate on process
    rather than focusing on achieving better outcomes for students.
    A number of teachers have benefitted from attending the improving or outstanding
    teaching programmes organised by St John’s School and Sixth Form College.
    However, college leaders have not yet securely driven whole-college improvements
    in teaching. Lesson observations are completed regularly but the evidence derived
    from the monitoring of teaching quality has not been used to secure whole-college
    improvements in teaching. Middle leaders are benefiting from training to enable
    them to both support and challenge members of staff but need to be given further
    responsibility for driving the improvement in the quality of teaching within their
    areas of responsibility.
    The local authority has appointed an IEB and so the external review of governance
    has not been required. The new governors have considerable expertise, are
    knowledgeable about the college and understand the challenges it faces. Minutes of
    their meetings confirm that they challenge college leaders and hold them to account.
    They ask demanding questions which are increasingly directed on the impact of
    strategies to improve the quality of teaching and address underachievement. The
    review of the college’s use of pupil premium funding recommended at the last
    section 5 inspection has been completed.
    External support
    The local authority has brokered extensive support from a NLE and senior leaders
    from her school to support leadership and increase the capacity of senior and middle
    leaders to initiate, monitor and evaluate college improvement. A college scrutiny
    group, including the NLE, representatives of the local authority and college
    governors, meets regularly to support and challenge senior and middle leaders.

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