Eggbuckland Community College Closed - academy converter Aug. 31, 2013
phone: 01752 *** ***
principal: Miss Katrina Borowski
Secondary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Close date
- Aug. 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 249202, Northing: 57744
- GPS coordinates
- Latitude: 50.4, Longitude: -4.1232
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- Feb. 12, 2013
- Region › Const. › Ward
- South West › Plymouth, Moor View › Eggbuckland
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Arts (Operational)
- SEN priorities
- HI - Hearing Impairment
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Eggbuckland Community College PL65YB (1186 pupils)
- 0.2 miles Eggbuckland Vale Primary School PL65PS (432 pupils)
- 0.3 miles Courtlands School PL65JS (78 pupils)
- 0.4 miles Widey Court Primary School PL65JS (598 pupils)
- 0.5 miles Compton CofE Primary School PL35JB (423 pupils)
- 0.6 miles Manadon Vale Primary School PL53DL (414 pupils)
- 0.6 miles Burleigh County Secondary School PL35PP
- 0.7 miles Plymouth Tuition Services Years 3 -9 PL35HF
- 0.7 miles St Edward's CofE Primary School PL65ST (195 pupils)
- 0.7 miles St Boniface's RC College PL53AG (733 pupils)
- 0.7 miles St Boniface's RC College PL53AG
- 0.8 miles Austin Farm Primary School PL65XQ (258 pupils)
- 0.8 miles King's School PL35LW (269 pupils)
- 0.8 miles Austin Farm Primary School PL65XQ
- 1 mile Western College Preparatory School PL35AS
- 1 mile Plantings School PL34PY
- 1 mile Plantings School PL34PY
- 1 mile Plantings School PL34PY (14 pupils)
- 1 mile Derriford Primary School
- 1.1 mile Highfield Junior School PL36JQ
- 1.1 mile Highfield Infants' School PL36JQ
- 1.1 mile Hyde Park Infants' School PL34RF (264 pupils)
- 1.1 mile Widey High School for Boys PL65JT
- 1.1 mile Highfield Community School PL36JQ
Eggbuckland Community College
Westcott Close, Eggbuckland, Plymouth, PL6 5YB
|Inspection dates||12–13 February 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The achievement of students has risen to be |
Disabled students, those with special
The achievement of those students known to
Senior leaders and most subject leaders keep
at least in line with national figures, and
higher in some aspects, because the quality
of teaching has improved.
educational needs and those with hearing
impairment are supported well and make
be eligible for free school meals and others
supported by additional funding has improved
and is now as good as that of other students
in the school.
a close check on students’ progress and swift
actions are taken when necessary.
| The college Principal works relentlessly to |
Senior leaders check the quality of teaching
The sixth form is good. The achievement of
improve the college. She is supported well by
other leaders and by the governing body. All
have an accurate view of the college’s
strengths and priorities for further
constantly and take actions, most of which are
effective, if they judge it is not good enough.
In some cases, these actions have yet to have
the full impact expected.
students in the sixth form is improving rapidly
because of highly effective leadership and
improvements in the quality of teaching.
| In a minority of subjects, the quality of |
teaching and students’ progress are not as
good as that in other subject areas.
| The attendance of a small number of students |
is not good enough and this inhibits their
progress and achievement.
|Inspection report:||Eggbuckland Community College, 12−13 February 2013||2 of 9|
Information about this inspection
- Inspectors observed parts of 59 lessons, 14 jointly with the Principal or another senior leader.
Inspectors also conducted a number of student pursuits, following individuals and small groups
of students over a sequence of lessons, including those students attached to the designated
resource base for students with hearing impairment. In lessons, inspectors looked at students’
work and discussed their progress with them.
- Inspectors held meetings with four groups of students. They also used lunchtimes and break
times to hold informal discussions with many other students around the college.
- Inspectors held meetings with members of the senior leadership team, middle leaders, and four
members of the governing body, including the Chair.
- These meetings included discussions about college policies and procedures, the analysis of data
and documented information, and records provided by the college, including records of the
monitoring of the quality of teaching and the tracking of students’ progress. The lead inspector
worked with the Principal and Vice Principals to analyse the college’s data on the progress being
made currently by students across the school, including those in different groups, such as those
supported through the pupil premium, those with special educational needs and those in the
designated resource base.
- Discussions with senior leaders and with the governing body included the college’s self-
evaluation and improvement planning.
- Inspectors took account of the 27 responses to the online Parent View survey as well as the
college’s own regular surveys of the views of parents and students. The college did not ask staff
to complete the staff questionnaire, but inspectors gathered their views through formal and
|James Sage, Lead inspector||Her Majesty’s Inspector|
|Peter Clifton||Additional Inspector|
|Teresa Gilpin||Additional Inspector|
|Paul Jacobs||Additional Inspector|
|Deborah Wring||Additional Inspector|
|Inspection report:||Eggbuckland Community College, 12−13 February 2013||3 of 9|
Information about this school
- Eggbuckland Community College is a larger than average-sized secondary school.
- The proportion of disabled students and those with special educational needs supported at
school action is higher than average. The proportion supported at school action plus, or with a
statement of special educational needs, is lower than average.
- There is a designated resource base for students with hearing impairment in the college;
currently there are nine students attached to the base. These students attend all of their lessons
in the main school.
- The overall proportion of students known to be eligible for the pupil premium (additional
government funding for children looked after by the local authority, those eligible for free school
meals and children whose parents are currently serving in the armed forces) is average.
However, a significant number of students have a parent serving in the armed forces.
- The college is part of the Plymouth Learning Trust, comprising 16 secondary schools in
Plymouth, and The Link Partnership, a consortium of five schools, both providing a broad range
of curriculum options at Key Stage 4 and in the sixth form.
- The college is part of a Cooperative Trust with its six partner primary schools.
- The college meets the government’s current floor standards, which set the minimum
expectations for students’ attainment and progress.
What does the school need to do to improve further?
- Ensure that students’ progress and teaching are consistently at least good in all subject areas
setting clear minimum expectations for all teachers and lessons
ensuring that all lessons challenge all students, including the most able and those that need
additional support, to achieve as well as they can
ensuring that all teachers plan and use opportunities to develop students’ skills in writing,
reading, communication and mathematics
improve the quality of teachers’ marking and feedback to students about their work in all
subjects to be as good as that in the best
improving teachers’ use of questioning to provide opportunities for all students to be involved
in discussions, to probe understanding and track students’ progress, and to develop key
providing opportunities in more lessons for students to develop greater independence and
take more responsibility for their work.
- Improve further the attendance of the small number of students who are persistently absent so
that they are able to make more rapid progress.
|Inspection report:||Eggbuckland Community College, 12−13 February 2013||4 of 9|
|The achievement of pupils||is good|
- Students enter the college with attainment that is generally below average, significantly so for
those currently in Key Stage 3. By the end of their time in the college, the attainment of many
students is well above the national average. There has been a significant improvement in
students’ attainment over three years.
- The proportions of students making the progress expected in English, mathematics and many
other subjects are in line with, or above, the national figures. However, for the previous and
current Year 11, the proportions making better than expected progress in English and
mathematics are low. Close analysis of the college’s own data and evidence from lesson
observations show that this is improving rapidly. Many students currently in Year 9 are well on
track to make at least good progress in a wide range of subjects, including in English and
mathematics, with the proportions exceeding expected progress often above national levels.
- In a small minority of subjects, such as geography and history, students are not making as
much progress as they could because the quality of teaching is inconsistent and students do not
always receive high quality feedback on their progress.
- Disabled students and those with special educational needs are supported very well and make
good progress. Particular attention is given to developing their skills in literacy and numeracy.
Students with hearing impairment are often integrated well into lessons. Teachers work well
with trained support staff and take care to ensure these students understand the work and
make good progress. In some classrooms, there are good resources to support the learning of
- Those students known to be eligible for free school meals now do well. The examination results
in English and mathematics for those who completed Year 11 last year were not as good as
those of other students. However, this is improving rapidly so that this group of students is now
making as much progress as others and is well on track to do as well in examinations. There are
no significant differences between the achievements of students who are looked after or those
from service families, and other students in the college.
- The achievement of students in the sixth form is improving rapidly. Those currently in the sixth
form are on track to achieve well.
|The quality of teaching||is good|
- Inspectors agreed with the college’s evaluation of the quality of teaching. Teaching in most
subjects, including in English and mathematics, is mostly good and a small amount is
- Where teaching is best, as observed in some lessons in art, English, French and science,
students work with enthusiasm and contribute well because the teaching is lively and engaging.
In some mathematics lessons students are carefully taken through a series of steps to ensure
they fully understand the topic being covered. These teachers use questioning well to involve all
students, to probe understanding and to develop key teaching points. In art, for example, very
good use is made of self- and peer-assessment and critiques of each other’s work support the
teacher’s assessment to ensure that students are clear about how to improve their work.
- Good teaching is often prevented from being outstanding because the work does not sufficiently
challenge the most able students or, in a small number of cases, support those students that
need the most help. Opportunities to develop students’ skills in reading, writing, communication
and/or numeracy are not planned carefully enough or opportunities are not taken. Although
questioning is used widely, it is not directed carefully to involve all students and other students
are not invited to comment on or develop others’ responses. Paired and group work is not used
often or well enough to develop students’ skills in independent and collaborative learning or to
promote good discussions. All of these features are more pronounced in the minority of lessons
that are not yet good enough.
|Inspection report:||Eggbuckland Community College, 12–13 February 201312–13 February 2013||5 of 9|
- The college has introduced a good system for providing students with regular feedback on their
progress towards their targets. This is used in all subjects, although better and more frequently
in some. Some teachers’ comments do not provide clear guidance on the ‘next steps’. Students’
responses to the teachers’ comments vary in quality. Other than at these fixed points, there is
significant variation in the quality of marking and feedback to students. There are examples of
excellent practice in some subjects, but much is not as good. There is also insufficient clarity
about how teachers should provide feedback to students on the quality of their written work.
- Teaching in the sixth form is mostly good and some is outstanding; this represents significant
and rapid improvement from the last inspection.
|The behaviour and safety of pupils||are good|
- Attitudes to learning and the behaviour of students are good, and sometimes exemplary. They
are courteous and well-mannered and move around the large college site with a sense of
purpose to arrive at lessons promptly, ready to start learning. Students respond well to good
and better teaching and usually try their best even when the teaching is not as good. Most
teachers promote good behaviour so that they rarely need to use the college’s behaviour
procedures. The occasional incidents of low-level disruption are dealt with well.
- Students feel very safe; their views are supported by those of parents and staff. They have a
good understanding of the various forms of bullying, although bullying is uncommon and
students are confident that any incidents are dealt with swiftly and effectively.
- Attendance is improving, but is not yet high enough. The attendance of a small group of
students is not good enough. The college is working extremely hard to improve attendance, with
some marked success. It is sensitive to those students who have a parent in the armed forces
and the desire to spend time with them when they are on leave, while stressing the importance
of being in school to achieve well.
- Students are highly appreciative of the wide range of activities and events the college provides
and many participate enthusiastically; they are rightfully proud of their world record for the
Macarena. During the inspection, two very large events involving many other schools – the
Devon junior table tennis championships and a drama performance and workshop for 200
primary school pupils – ran extremely smoothly and are testament to students’ behaviour and
attitudes. Students are also very enthusiastic about the wide range of creative and performing
- Students’ views are taken very seriously by senior leaders, including their views on the quality of
teaching. The Principal interviews all Year 11 students each year, and this is valued highly by
|The leadership and management||are good|
- The Principal has a clear vision for the college. She is relentless in driving improvement and uses
a highly systematic and thorough approach to ensuring that improvements become fully
embedded across the school. As a result, the college is improving steadily and rapidly in some
aspects, but she knows that there is still some way to go. The Principal is supported well by
other senior leaders, by most middle leaders and by the governing body. All have an accurate
view of the college’s strengths and the priorities for further improvement.
- The college’s systems and procedures are focused well on improving the quality of teaching and
students’ achievement. There is a robust system for tracking students’ progress, supported well
by good systems in most subjects. Interventions to deal with underachievement are thorough
with good involvement of the ‘house leaders’.
- The quality of teaching is monitored constantly, not just through observations of lessons, but
through analysis of students’ progress. Senior leaders are clear that more teaching needs to be
outstanding and are aware of areas where practice is less effective. Middle leaders are held to
|Inspection report:||Eggbuckland Community College, 12–13 February 201312–13 February 2013||6 of 9|
- There is a clear ‘line of sight’ from the excellent leadership provided by the new director of post-
16, through improvements in teaching to the marked improvements in the progress being made
by students in the sixth form.
- Good procedures are in place for the professional development of teachers; these are focused
tightly on those aspects of teaching that require improvement. Individual teachers are provided
with targeted training and, for those that need it, good support. The performance management
of teachers is rigorous. There are clear links between teachers moving to the upper pay spine
and the quality of their teaching and the achievement of the students they teach.
- The curriculum in Key Stages 3, 4 and the sixth form meets the needs and aspirations of
students well, provides a good range of options and fully prepares them for the next stages in
their education, training or employment. Those in Key Stage 4 are provided with three
alternative pathways and excellent guidance to ensure they follow that most appropriate for
their needs. Creative and performing arts subjects work well with others to provide a strong
creative element to the curriculum and a range of stimulating opportunities. The partnerships
with other schools and with Further Education colleges provide a very good breadth of
opportunities, including in the sixth form. Students are provided with good quality careers
information, advice and guidance to help them make well-informed choices. For those in the
sixth form, there are also good links with local higher education providers.
- The college makes very good use of other partnerships; for example, in supporting those
students who are most vulnerable and those with particular needs. Senior leaders and governors
work extremely hard to reach all parents; this has had notable success in the high proportion
that now attends student progress review events and the increasing proportion making use of
the college’s on-line systems.
- There is a well-planned and good approach to the development of students’ spiritual, moral,
social and cultural understanding that permeates the curriculum and much of the life of the
- The additional funding the college receives through the pupil premium is used well. Focused
support to improve the literacy and numeracy skills of those students entering the college who
need it most and smaller classes in English and mathematics ensure that these students make
good progress throughout the college and achieve well. Particular attention is given to many
students currently in Year 8 whose attainment on entry to the college was particularly low. The
achievement of those students known to be eligible for free school meals is rising rapidly and
any gaps between their achievement and other students have been closed. Other students
supported by the pupil premium also achieve as well as other students in the college. The
college’s family support worker is used effectively to liaise with families that require particular
help, for example in improving attendance. The good achievement of all groups demonstrates
the effectiveness of the college’s promotion of equal opportunities.
- Procedures for safeguarding meet all current requirements. The frequent monitoring of policies
and their impact by governors is an example of very good practice.
- The governance of the school:
– The governing body is fully involved in the college self-evaluation and has a clear view of the
strengths of the college and what needs to be improved, based on a secure understanding of
the analysis of students’ achievement and of the quality of teaching. It holds the college’s
senior leaders to account well and provides good support. Governors are well informed about
how teachers moving to the upper pay spine relates to the quality of their teaching and the
achievements of their students. The governing body understands the purpose of additional
funding through the pupil premium and is involved in determining how it is spent and how
the impact on students’ achievement is monitored. Governors ensure the efficient
management of financial and other resources and the governing body fulfils all of its
statutory requirements, including those relating to safeguarding and child protection.
|Inspection report:||Eggbuckland Community College, 12−13 February 2013||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Eggbuckland Community College, 12−13 February 2013||8 of 9|
|Unique reference number||113542|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||1256|
|Of which, number on roll in sixth form||257|
|Appropriate authority||The governing body|
|Date of previous school inspection||28 April 2010|
|Telephone number||01752 779061|
|Fax number||01752 766650|