Bottisham Village College

Age group 11–16 Inspection date(s) 14–15 June 2012 Inspection number 397849 Bottisham Village College Inspection report

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Unique reference number 136677 Local authority N/A Inspection number 397849 Inspection dates 14–15 June 2012 Lead inspector Raymond Lau

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

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Type of school Academy School category Non-Maintained Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 1039 Appropriate authority The governing body Chair Philip Hodgson Headteacher Kate Evans (Principal) Date of previous school inspection 26 September 2007 School address Lode Road Bottisham Cambridge CB25 9DL Telephone number 01223 811250 Fax number 01223 813123 Email address enquiries@bottishamvc.org achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days' notice. The inspection team sampled 40 lessons, observing 39 teachers. Seven lessons were observed jointly with members of the college leadership team. Meetings were held with groups of staff, students and members of the governing body. Inspectors took account of the responses to the online questionnaire (Parent View) in planning the inspection. They observed the college’s work, scrutinised documentation including improvement plans, records and analyses of students’ behaviour, the tracking of students' achievement and examples of students’ work. They looked at the college’s attendance figures and monitoring information. They also analysed questionnaire responses from staff, students and 132 parents and carers.

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Information about the school

This is an average-sized secondary college. Almost all students are from a White British background. The proportion of students known to be eligible for free school meals is low. The proportion of students supported by school action plus or with a statement of special educational needs is average. Students travel from a large geographical area to the college.

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Information about the school

The college converted to academy status in April 2011. It specialises in humanities and applied learning. It meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The college has suffered signficant staffing turbulence for two years in English and mathematics, which has now been resolved. The college holds the International Schools Award and has Healthy Schools status.

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Information about the school

The college is part of the Bottisham Education Partnership and a locality team is based on site working with a range of local organisations in supporting the college’s work. At the time of inspection, public examinations were being held and, therefore, no Year 11 lessons were observed. Inspection 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

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Key findings

 This is an outstanding college, where a very strong ethos of community, high quality learning and aspirational academic achievement exists throughout. One student commented: ‘Bottisham is inspirational. The college helps individuals to shape well, giving us the confidence, determination and skills to succeed.’

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Key findings

 Achievement is outstanding. Attainment is well above average in English and mathematics. Boys and girls make outstanding progress reaching well above average attainment across a wide range of subjects. Attainment in a very small number of subjects remains average.

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Key findings

 Teaching is outstanding. Teachers utilise their expert knowledge of their specialisms, and assessment of their students’ prior attainment in planning activities to meet the needs of all learners exceptionally well. Skilful use of questioning enables students to think and respond, thus securing a level of understanding which contributes to their outstanding progress. Oral feedback given to students is excellent and there is some exemplary marking. Occasionally, the quality of day-to-day marking in books does not sufficiently aid students’ progress.

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Key findings

 Students’ behaviour and attitudes to learning are impressive as they are polite and courteous towards each other and staff. Students are very well motivated and demonstrate a passion for learning. They work together harmoniously in lessons, freely supporting each other to learn even more. They have an excellent understanding of safety. The student leadership within the college is very strong. Students’ attendance is above average.

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Key findings

 The Principal and Deputy Principal, together with the college leadership team, provide outstanding leadership. The personalised tracking system, known as ‘The Register’, has accelerated student’s progress and contributed to outstanding achievement. The leadership of teaching and management of performance are outstanding. The curriculum matches students’ learning needs Inspection 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

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Key findings

exceptionally well and is highly effective in promoting their spiritual, moral, social and cultural development.

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What does the school need to do to improve further?

 By September 2014, strengthen outstanding achievement by:  ensuring attainment is consistently well above average across all subjects  ensuring the day-to-day marking of students’ work is detailed so that it accelerates students’ progress.

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Achievement of pupils

Students enter the college with attainment that is typically in line with the national average. Through good and frequently outstanding teaching, students’ progress is rapid and sustained. By the time they leave the college, attainment is well above average. In Years 7 to 9, students demonstrate very positive attitudes to learning as they grow in their knowledge, confidence and skills, including in working together. In a Year 9 English lesson, students eloquently responded to the task of creating a film review. Through discussion, problem solving and working together, they showed a high level of skill and made exceptional progress as they evaluated the system of age classification. In a Year 9 music lesson, students demonstrated excellent concentration and teamwork skills in rehearsing separately a popular theme tune as there were several parts, and different instruments. When uniting the parts together,

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Achievement of pupils

they accomplished a first rate initial performance.

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Achievement of pupils

In Years 10 and 11, progress is promoted very well by highly effective teaching and students’ personalised choice from a curriculum that provides an excellent range of options. Students exhibit high levels of engagement and motivation, and readily collaborate. In a Year 10 physical education lesson, students enthusiastically extended their knowledge of the hurdling technique. Through excellent focus, determination, outstanding coaching and feedback from their peers and the teacher, students reflected on their practice and made exceptional progress.

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Achievement of pupils

In 2011, the proportion of students gaining five of more A* to C grades including English and mathematics was well above the national average. This is an improvement since the last inspection. Both boys’ and girls’ attainment is well above the national average. Attainment in English has been consistently well above the national average. While attainment in mathematics over time is usually well above average, it was broadly average in 2011 though the proportion of students gaining A* and A grades in mathematics was well above average. Attainment in the humanities and vocational specialist areas is high. In 2011, attainment was broadly average in a few subjects, such as design and technology and drama. Current indications from observations, sampling of students’ work and tracking of data show attainment is well above average this year, particularly in English and mathematics. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Achievement of pupils

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

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Achievement of pupils

The college’s focus on literacy and numeracy is very well developed across the curriculum. Students’ attainment in reading is accelerated through very well-targeted intervention work. Disabled students and those with special education needs make exceptional progress. A sample of students interviewed stated that support staff expertly assist in their learning. For a very small number of students known to be eligible for free school meals, attainment is broadly average. The college is carefully targeting and tracking these students and the gaps are closing.

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Achievement of pupils

Lessons observed during the inspection indicated that students make at least good and, in many cases, outstanding progress. This view is supported by the students, parents and carers.

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Quality of teaching

Students’ progress over time indicates that teaching is outstanding and during the inspection, over half the teaching observed was outstanding and it was consistently at least good. Almost all students, parents and carers agree. Teaching is exceptionally strong in English, science, French, music and physical education. Outstanding teaching is characterised by excellent relationships between the students and the teacher, and sequenced activities that are planned extremely well and personalised to learners’ individual needs. Such teaching captures interest and stimulates students’ knowledge, skills and understanding. In an outstanding music lesson in Year 10, students were actively rehearsing different performances and were highly engaged and worked independently. Two groups respectively performed the ‘Rocky’ and ‘Armageddon’ film theme tunes with creativity and flair which demonstrated exceptional progress. In a very few lessons, teachers’ explanations are

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Quality of teaching

unnecessarily long which limits students’ progress.

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Quality of teaching

A strong and consistent emphasis on the development of literacy is evident across the curriculum. Teachers provide numerous opportunities for students to develop their social and moral skills. An outstanding Year 8 history lesson captured these elements. Students explored, ‘What persuaded the British to quit India in 1947’. Through discussion, reflection, and written tasks, they were able to critically examine the reasons behind the decisions. A range of targeted activities subsequently led to accelerated progress for all students. Disabled students and those with special educational needs achieve exceptionally well because of skilled questioning and activities that precisely match their needs and interests. The teaching of reading is highly effective, especially for those students who need extra help.

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Quality of teaching

Assessment is detailed and provides students with clear information on how to improve their learning. In an outstanding lesson in information and communication technology in Year 10, the exemplary feedback provided by the teacher enabled students to understand what they had to do in order to achieve a higher grade. High quality feedback is consistent across the college as is an effective dialogue between the teacher and the student. Exemplary practice is consistently evident in the humanities, although there are slight inconsistencies in the day-to-day marking of Inspection 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

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Behaviour and safety of pupils

The college is highly committed to developing the ideal ‘Bottisham student’. Students are proud ambassadors of the college and demonstrate exemplary behaviour and attitudes to learning. In the majority of lessons, very high levels of mutual respect are evident and students collaborate exceptionally well. Their concentration is excellent and when required, they are skilful in supporting each other to achieve further. For example, in a Year 10 English lesson, students’ mature discussion and highly collaborative working supported their learning when using a variety of techniques and methods. There are highly effective rewards and clear behaviour management systems in place. The college’s extensive strategies for ensuring students come to school regularly lead to above average attendance.

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Behaviour and safety of pupils

Almost all students feel very safe in the college. They demonstrate an excellent understanding of keeping themselves and others from unsafe situations. Students’ awareness of the different types of bullying is excellent and they are able to articulate their clear awareness regarding cyber-based and homophobic bullying. Few students, parents and carers expressed any concern regarding bullying. College records show a low incidence of this. Students interviewed stated that bullying is rare and is tackled effectively by the school, including by some students acting as mediators. Furthermore, they revealed an excellent understanding of different forms of discrimination, including that based on racial and sexual orientation, preparing them very well for living in a diverse modern culture.

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Leadership and management

The college’s leadership is outstanding because of the inspirational work of the Principal. She has successfully created a strong ethos of trust and respect in a supportive way that permeates the college. Staff share her vision and are highly committed to the college’s work. The management of teaching is outstanding. At the last inspection, the college was asked to increase the proportion of outstanding teaching, and it has been very effective in doing so. Senior leaders have successfully managed temporary staffing difficulties, particularly in English and mathematics. ‘The Register’ developed by the college to monitor and track students’ achievement, attendance and behaviour is used exceptionally well by staff and can be accessed instantly by students, parents and carers. The performance management system is outstanding and underpins the professional development of staff. Furthermore, the college leads a middle leadership programme for surrounding schools, to great

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Leadership and management

effect. The governing body brings huge expertise and its members are fully involved in challenging and supporting all aspects of the college’s work. They ensure that arrangements for safeguarding meet all statutory requirements.

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Leadership and management

The curriculum meets students’ needs exceptionally well. It is personalised through a wide range of both academic and vocational courses. It promotes students’ spiritual, moral, social and cultural development exceptionally well. Students’ cultural Inspection 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

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Leadership and management

understanding is increasingly enhanced by the extra-curricular provision in music. The strong sporting provision makes an extremely good contribution to developing students’ social skills. There is a diverse and large range of leadership opportunities in which students get involved. For example, 300 students are actively involved with the college’s sports leadership programme. Students are proactive in raising money for local and national charities. The school has an excellent range of international links that strengthens students’ awareness and appreciation of the global work. For example, a longstanding relationship between a school in the Netherlands resulted in the ‘Dutch exchange’ visit to the school. The college also maintains a link with a school in Sri Lanka which enriches students’ awareness of contrasting ways of life.

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Leadership and management

The college’s ‘specialist’ status has accelerated achievement in the specialist subject areas, and enhanced provision in information and communication technology. Partnerships with local businesses and other schools are excellent.

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Leadership and management

The excellent use of data and target setting has enabled the college to target individuals and has led to outstanding achievement for all groups of learners. There are excellent partnerships with the local community in promoting students’ well-being and achievement. The college’s promotion of equality of opportunity is outstanding. It works rigorously to prevent any discrimination, outstanding achievement has been sustained, the proportion of outstanding teaching has increased and students’ attendance is now above average. The college has an outstanding capacity to maintain quality and improve further.

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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.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September to 31 December 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour: how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Floor standards: the national minimum expectation of attainment and progression measures.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

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.

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Common terminology used by inspectors

Safety: how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Bottisham Village College, Cambridge, CB25 9DL

Thank you for making us feel so welcome to your college. We enjoyed meeting you and many thanks to those of you who spoke to us and completed questionnaires. These are our findings about your college.  You go to an outstanding college. Your achievement, by the time you leave the college is outstanding. This is because you make excellent progress so that attainment is well above the national average.  Teaching is outstanding. You are highly involved in your learning, and take part in a wide range of activities that hold your interest. Highly skilled teaching, probing questioning, the brisk pace and opportunities to work collaboratively all help you to learn as quickly as possible.  You are proud ambassadors of the college and this is demonstrated by your outstanding behaviour and awareness of safety. You articulate clearly about the extensive range of leadership opportunities, including acting as mentors and

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Inspection of Bottisham Village College, Cambridge, CB25 9DL

leaders.  Almost all of you feel very safe in and around the college. Few of you, in the questionnaire, expressed any concerns regarding bullying, and when interviewed, in formal and informal settings, you told us that bullying is rare and that the college tackles this very well.  We have judged the college’s leadership team to be outstanding. Collectively, leaders and managers are helping you to achieve the best you can. The ‘register’ certainly is unique and tells you instantly how well you are doing.

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Inspection of Bottisham Village College, Cambridge, CB25 9DL

We have asked your headteacher and teachers to make improvements to your college by ensuring you reach well above average levels consistently in all subjects and by ensuring all marking makes clear how you could improve your work.

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Inspection of Bottisham Village College, Cambridge, CB25 9DL

You can help by continuing to work hard, and by acting upon the feedback that is given to you on your written work. I wish you every success for the future.

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Inspection of Bottisham Village College, Cambridge, CB25 9DL

Raymond Lau Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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