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Durham Community Business College for Technology and Enterprise

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

0191 3730336

Headteacher: Mrs Anne Lakey


School holidays for Durham Community Business College for Technology and Enterprise via Durham council

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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 & flats 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

Durham Community Business College for

Technology and Enterprise

Inspection report

Unique Reference Number 114311
Local Authority Durham
Inspect ion number 357517
Inspect ion dates 15–16 February 2011
Report ing inspector Moira Fitzpatrick

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

Type of school Secondary
School category Community
Age range of pupils 11–16
Gender of pupils Mixed
Nu mber of pupils on the school roll 420
Appropriate authority The governing body
Chair Mr David Bell
Headteacher Mrs Anne Lakey
Date of previous school inspection 3 March 2008
School address Bracken Court
Ushaw Moor
Durham DH7 7NG
Telephone number 0191 373 0336
Fax number 0191 373 0710
Email address
Age group 11–16
Inspect ion dates 15–16 February 2011
Inspect ion number 357517


This inspection was carried out by four additional inspectors. Twenty four lessons taught
by 22 teachers were observed. Meetings were held with the chief executive, the principal,
staff, groups of students, governors and the School Improvement Partner. Inspectors
observed the school's work and looked at documentation, including the school's
improvement plan, data to show students' attainment and progress and safeguarding
procedures. The responses in 35 questionnaires returned by parents and carers, 25
completed by staff and 101 from students, were analysed.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • Whether the recent improvements to attainment and progress are being maintained.
  • How improvements to provision have supported the steep rise in attainment and
    progress since the previous inspection.
  • How leaders and managers at all levels have contributed to the school's
    improvement since the previous inspection, including how well new systems to
    accelerate improvement are embedding across the school.

Information about the school

The school is smaller than average. It serves a predominantly White British community.
The proportion of students known to be eligible for free school meals is well above
average. The proportion of students who have special educational needs and/or disabilities
is well above average, while the proportion with a statement of special educational needs
is average. Since the previous inspection, the school has had a higher than average influx
of students after the start of the school year. The school has specialist status for Business,
Technology and Enterprise. It holds numerous awards, including Investor in Children,
Investor in People, the International School Award, Healthy School status and the Impetus
Award for Citizenship.
The school has been federated with a nearby secondary school since 2005. The school is
the hub for the Durham Federation of schools and makes provision for students from up to
seven schools on its vocational courses. There are reciprocal arrangements with several
schools in the federation to access courses for Key Stage 4 students. The school has
recently been designated a Studio School and an Integrated Services Hub.

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? 1
The school's capacity for sustained improvement 1

Main findings

This is an outstanding school. Excellent teaching, based on an outstanding assessment of
students' needs, an innovative and exciting curriculum, and first class care, guidance and
support combine to deliver outstanding outcomes for students. Students are enthusiastic
learners who work hard; their behaviour is exemplary. Inclusion is the watchword in this
highly cohesive community where the extent to which students feel safe is outstanding.
This is because they are known as individuals, and support and guidance to meet their
wide-ranging needs are tailored to individual students. The impact of this outstanding
inclusion practice is evident in the remarkable rise in attendance to significantly above
average, and in the striking improvement to students' performance in GCSE examinations
from below to above the national average.
Students' achievement is outstanding. All students, including those with special
educational needs and/or disabilities, make excellent progress from their different starting
points. Attainment has risen markedly since the previous inspection. While the percentage
of students reaching the higher levels has increased, the school is aware that there is
room for even more improvement. Students' spiritual, moral, social and cultural
development are outstanding. Students understand and accept the diversity of society.
The school's excellent outreach to the local community and well beyond, including the
students' excellent contribution to this, leads to an outstanding promotion of community
cohesion. Students show an excellent regard for healthy lifestyles and are keen to keep fit
and eat a sensible diet. When they leave the school, students are exceptionally well
equipped for the future with good basic skills and excellent personal qualities. They are
confident, mature young people, who fully understand their role in shaping and supporting
the society in which they find themselves.
The inspirational and astute leadership of the chief executive, ably supported by a
dedicated senior leadership team has transformed the school's performance in all areas
since the previous inspection. The vivid ambition for excellence, evident in all aspects of
the school's work, is excellently supported by highly-skilled and dedicated staff. School
self-evaluation is well delegated, robust and rigorous. It is precise and accurate in its
identification of areas for improvement. Since the previous inspection, the school's
effectiveness has moved from satisfactory to outstanding because attainment has risen to
above average and all aspects of provision have improved to outstanding. The school
therefore has an excellent capacity for further improvement. Governance is outstanding,
because members of the governing body give excellent support and challenge to the
school, and are fervent about making it the best it can be. They ensure that safeguarding
arrangements are exemplary in keeping students safe, secure and able to learn to the best
of their ability. Excellent links with parents and external providers further enhance and

support students' outstanding achievements.

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

What does the school need to do to improve further?

  • Increase the percentage of students achieving the higher grades by fully
    implementing the new systems for identifying and supporting these students in all
Outcomes for individuals and groups of pupils 1

Students have excellent attitudes to learning and their attendance is high. They work hard
and show great determination to succeed. Their learning is rapid and secure especially
when they are expected to think for themselves and learn through well-designed tasks
that challenge and motivate them. Students relish opportunities to work together. For
example, in a Year 11 literature lesson students were struck by how much they were
learning from each other when comparing two poems. Students' excellent behaviour and
respect for others make an outstanding contribution to their learning. Students say they
feel very safe at school and are very well aware of how to reduce risk to themselves.
Students have an excellent understanding of healthy living: they enjoy plenty of exercise
and a high proportion walk or cycle to school. Members of the student nutrition action
group, for example, are ambassadors for healthy eating and work hard to promote this
within school. Students welcome responsibility. One in ten students are members of the
school council, which is a powerful force for school improvement. The contribution made
by students to their own and the wider community is outstanding because they have an
exceptionally well-developed sense of their right to influence decisions and their
responsibilities as tolerant, caring citizens. Excellent spiritual, moral, social and cultural
development is evident in students' willingness to grasp new ideas, value difference and
challenge racism. When they leave, students are exceptionally well prepared for their
future economic well-being with an extensive range of skills; they are ambitious and know
how to work hard to succeed.
Students' attainment is above average, and their achievement is outstanding because they
make excellent progress from below average and sometimes low starting points. Students
with special educational needs and/or disabilities make the same excellent progress as
their peers because their learning is extremely well monitored and they are continuously
supported to overcome barriers to their learning. The rise in students' attainment since the
previous inspection has been rapid. School tracking data and inspection evidence indicate
that students are on course to exceed the high performance of last year. Nonetheless, the
school rightly recognises the need to continue to raise the percentage of students
reaching the higher grades so that all students achieve the very best they can.

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' achieve ment and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 1
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' behaviour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spir itual, moral, social and cultural development 1


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?

Teachers have detailed knowledge of students' learning and use this exceptionally well to
plan lessons that challenge, motivate and deliver success. High-quality teaching is based
on excellent subject knowledge and a shared ambition amongst staff for students to
achieve their very best. The high level of consistency in planning and lesson structure is a
key factor in students' successful learning. In all lessons students are clear about their
learning targets and how they can achieve them, and know that teachers are on hand to
give prompt support and direction should they need it. Students rise willingly to teachers'
very high expectations of effort and pride in their work so that lessons proceed at a brisk
pace and time is very well used. Excellent resources and well-planned use of new
technologies provide just the support to enable students to work independently at their
own rate. Teachers make very good use of questioning in lessons to develop students'
thinking and to check on their understanding of new ideas. Marking and dialogue between
staff and students is excellent in promoting the continuous improvement of students' work
and is a key factor in the rise in attainment seen since the previous inspection. Students
are trained to evaluate their own and others' learning so that they are continually focused
on improvement and are happy to learn from each other. Careful planning for students
who have special educational needs and/or disabilities ensures that work is pitched at the
correct level to enable them to work independently. These students are able to develop
confidence as learners and to enjoy the same feelings of success as their peers. This has

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

been a significant factor in the transformation of their achievement since the previous
The highly-innovative curriculum is very well matched to the needs of all students. The
rapid development of vocational courses, including work-based learning, ensures that
students of all abilities have pathways to success. The provision of a wide range of
attractive courses has been fundamental in engaging students who were potentially
reluctant learners. The gap in achievement between groups of learners has been radically
reduced, attendance has soared and persistent absence is rare.
Excellent links with local schools extend the range of subjects available to students as well
as attracting many students from other centres. The school's specialism makes a
significant contribution to developing innovative approaches to learning and raising
standards, for example, through after school programmes and the highly-successful Young
Apprenticeship programme. The curriculum is particularly well adapted to meet the needs
of students, as in Year 7, where they are taught by a small group of staff so that their
learning is closely monitored and managed. Enrichment and extended learning
opportunities abound and provide students with new interests and opportunities to
develop their talents. Students are very appreciative of these; uptake and involvement is
The unflinching commitment of staff to support students to do the very best they can is
the foundation of success for all groups of students. The high quality of care is greatly
appreciated by students, and their parents and carers, who have absolute trust in the
staff. Rigorous and regular monitoring of students' academic progress and well-being keep
staff alert to any changes in students' needs. There are highly-effective systems to
monitor the performance and well-being of students whose circumstances put them at risk
of being vulnerable. This allows the school to respond rapidly and take prompt action to
give additional support. Pastoral staff make excellent links with external services to
provide the best and most appropriate support for individuals and their families.
Supervision in the school is excellent: students report that this makes them feel safe and
secure anywhere in school.

These are the grades for the quality of provision

The quality of teaching 1
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 1

How effective are leadership and management?

The senior leadership team has redefined the role of middle leaders and their
accountability for improvement. This has accelerated developments across all areas of the
school's work. Middle leaders' monitoring of provision and student progress is regular,
rigorous and far reaching in its scope. Monitoring and evaluation are incisive and accurate:

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

they pinpoint precisely where improvement is needed to realise the school's ambitious
aims. The chief executive has been inspirational in leading change and innovation. The
school is a leader of exemplary practice in its curriculum, use of federation status to make
provision for students in a large number of other schools and in its development of
extended services for the community. The chief executive has been exceptionally well
supported by able senior leaders, both teaching and non-teaching, to turn her ambitious
vision into reality. They, together with staff, students, governors and parents fully support
her vision for the school. Morale is very high, all feel empowered to succeed and excellent
teamwork sees professional expertise willingly shared to benefit everyone in the school.
The governing body give excellent support and direction to the work of the school. They
use rigorous systems to evaluate the school's work and hold it to account over attainment
and the implementation of its policies. They are highly responsive to changing needs and
are innovative and forward looking in their strategic development of the school. They have
ensured that safeguarding on this complex site is outstanding, and that work with key
agencies to protect students is exemplary. The promotion of equal opportunities is
excellent. It ensures that there is no discrimination by giving all students access to a
curriculum that matches their needs and aspirations and prepares them very well for the
Excellent links with parents and carers keep them well informed about and involved in
their children's learning. The school and the local community are highly cohesive because
the school is aware of and responsive to the community's needs. It is also highly
successful in developing students' understanding of differences in society and their
acceptance and tolerance of these. Partnerships with other schools, including its
federation partner, are outstanding, because the school promotes the sharing of expertise
for the benefit of all students in the locality.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion 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 tackle d decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat 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 1

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

Views of parents and carers

Parents and carers who returned questionnaires are overwhelmingly supportive of the
school. All agree that the school takes very good care of their children, that their children
enjoy school and that they are helped to support their children's learning. Many parents
commented on how well their children were progressing at the school and, in their words,
'Are very happy with their progress and support they receive.' Others commented on the
approachability of staff and how well their children had settled since joining the school.
Parents and carers of students with special educational needs and/or disabilities
appreciate, 'the kindness and understanding shown' and are pleased that their children,
'Now love going to school and don't shy from new situations.' The inspection found much
to support these positive views of parents and carers.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Durham Community Business
College for Technology and Enterprise 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 35 completed questionnaires by the end of the on-site inspection. In total,
there are 420 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 20 57 15 43 0 0 0 0
The school keeps my child
21 60 14 40 0 0 0 0
My school informs me about
my child's progress
24 69 11 31 0 0 0 0
My child is making enough
progress at this school
22 63 12 34 0 0 0 0
The teaching is good at this
23 66 12 34 0 0 0 0
The school helps me to
support my child's learning
14 40 20 57 1 3 0 0
The school helps my child to
have a healthy lifestyle
12 34 21 60 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year gr oup,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
20 57 14 40 0 0 0 0
The school meets my child's
particular needs
18 51 17 49 0 0 0 0
The school deals effectively
with unacceptable behaviour
19 54 16 46 0 0 0 0
The school takes account of
my suggestions and concerns
15 43 19 54 1 3 0 0
The school is led and
managed effectively
25 71 10 29 0 0 0 0
Overall, I am happy with my
child's experience at this
22 63 13 37 0 0 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 inspec tion outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools 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.

17 February 2011
Dear Students

Inspection of Durham Community Business College for Technology and
Enterprise, Durham, DH7 7NG

Thank you all for the friendly welcome you gave to the inspection team when we visited
your school recently. We are delighted to tell you how much you contribute to making
your school outstanding. Your excellent behaviour, positive attitudes and determination to
succeed help you to make excellent progress in all areas of your learning and development
so that your attainment is above average. Congratulations to all of you!
You are exceptionally well taught by teachers who are ambitious for you to achieve your
best. The curriculum you enjoy is outstanding, not only in its variety and range but also in
the way it responds to your changing needs so that any barriers to successful learning are
quickly removed. Your enjoyment of learning is a pleasure to see. One example from
many was seeing some of you develop your reading skills through enjoying a fantastic
range of books, and organising your learning independently and with great confidence.
You are extremely well cared for and supported by staff that know you well and have your
best interests at heart. Your excellent relationships with staff provide the very strong
foundation for your successful learning.
Your chief executive, staff and governors are united in their efforts to improve the school
to make it the best it can be and get the very best for you. We have suggested that
helping more of you to reach the highest grades would be one way of moving the school
forward. You can help by maintaining your excellent attendance and behaviour, and your
determination to succeed. Visiting your school was a very special experience for the
inspection team because there is such a strong commitment to, and excitement about,
learning. The inspection team join me in wishing all of you the very best for year ahead.
Yours sincerely

Moira Fitzpatrick
Lead inspector


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