Bourne Community College

Inspection of Bourne Community College Park Road, Southbourne, Emsworth, Hampshire PO10 8PJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 2 and 3 November 2021

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What is it like to attend this school?

Pupils benefit from an extensive curriculum covering science, technology, engineering and mathematics, including three separate sciences. They like school and they enjoy learning. Pupils appreciate the wide range of extra-curricular activities. Year 7 pupils enjoyed their week-long residential in London. Others talk enthusiastically about ski trips and theatre visits, as well as school productions and after-school clubs.

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What is it like to attend this school?

Pupils feel safe because safeguarding arrangements have a high priority. They are proud ambassadors of the school. Pupils respect one another and appreciate that their opinions are heard and valued. They are enthusiastic advocates for social justice and the rights of children. They respect people from different backgrounds and treat everyone equally. Pupils with special educational needs and/or disabilities (SEND) are eagerly integrated into the school community.

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What is it like to attend this school?

Leaders have high expectations of pupils. Behaviour in class and around school is good. Pupils look after one another. They say that bullying is uncommon and, if it happens, it is dealt with immediately. Pupils are actively supported to look after their physical, mental and emotional health. The school has excellent links with several highly regarded colleges locally. Pupils are supported well in their career aspirations through a well-established careers programme. The provision ensures that each pupil makes informed career choices.

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better?

Leaders have high aspirations for all pupils. They lead the school with purpose and conviction. The curriculum is planned and sequentially ordered. Governors are well intentioned and well informed. They provide support and challenge to the school. Local authority support is valued.

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better?

The curriculum mirrors the national curriculum. Sports, humanities and the arts contribute significantly to enrich pupils’ subject choices. Despite leaders’ efforts, the take-up of languages is well below national averages. In addition, the number of boys taking languages is particularly low.

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better?

The curriculum is designed to cater and support all groups of students, including higher attainers and those with SEND. Literacy is supported very well across the school. This has had a positive impact on all pupils. Pupils’ oracy skills are enhanced through teachers’ deep questioning.

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better?

For a small number of pupils, external providers are used to personalise and tailor their curriculum. Alternative provision is carefully considered and tenaciously monitored. The school checks providers rigorously and receives regular reports. Absenteeism is promptly chased up. 2 and 3 November 2021

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Teachers’ subject knowledge is strong. Teachers share strategies to ensure that the curriculum is well taught, and pupils are motivated and engaged. Classroom and corridor displays are used well to create a vibrant learning environment. Assessment is used well to modify the curriculum and support staff in planning lessons.

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The school’s rights respecting status advocates fundamental British values and actively supports the moral, social and cultural aims of the school. These areas are also actively promoted through subjects such as personal development and religious education, as well as the assembly programme.

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Feedback from the parent view survey was mixed. Most parents said that their child was safe and happy. Many spoke positively about the school and the caring ethos. However, a small minority felt that behaviour was not good enough and communication was inconsistent. Inspectors found that behaviour and pupils’ attitudes to school were good overall.

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Staff and pupils are very positive about the school and how it is led. Pupils feel safe, enjoy their learning and said that teachers helped them to do their best. They also agreed that the school encouraged them to respect other people from different backgrounds.

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Almost all staff who completed the staff survey felt that the school has improved since the last inspection. They said that their professional needs were well supported. Staff appreciate the culture of trust as well as the very strong consideration of their workload by middle and senior leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The safety of all pupils is given a high priority. Staff receive regular training and frequent updates, ensuring a consistent approach to safeguarding. Staff know how to identify risks and what to do if they have concerns.

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Safeguarding

The single central record is efficiently maintained. Safeguarding leads have a thorough understanding of their roles and responsibilities.

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Safeguarding

Pupils say that they feel safe, and that they are clear about who to go to with any concerns. They say that the school has been supportive in raising awareness of issues such as sexual harassment, peer-on-peer abuse, online safety and grooming. 2 and 3 November 2021

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(Information for the school and appropriate authority)

 The number of pupils, especially boys, taking a modern foreign language is still well below national averages. This means that some pupils are narrowing their future employment opportunities. Leaders should continue to promote languages, especially for boys, to ensure uptake at least matches national averages and pupils benefit from the future opportunities that studying a language provides.  A small minority of parents completing the parent survey were unaware of what their child was learning and felt that their concerns were not always dealt with suitably. Leaders should ensure that parents and carers are more actively involved, informed and engaged with the school, that communication is improved, and that all parents’ concerns are dealt with in a timely manner.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 2 and 3 November 2021

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School details

Inspection number 10199857 Type of school Secondary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 15 and 16 June 2016

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Information about this school

 The school has a designated provision for pupils with social and communication needs. The proportion of pupils with SEND is above the national average. The proportion of pupils with an education, health and care plan is well above the national average.  The school provides alternative provision for a small number of pupils at four registered providers and a registered educational charity, as well as an online provider.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.  In June 2021, the school was reaccredited as a gold ‘Rights Respecting Schools’ award by Unicef.

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Information about this inspection

The inspector(s) carried out this inspection under section 5 of the Education Act 2005. 2 and 3 November 2021

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  During this inspection, inspectors carried out deep dives in English, mathematics, modern foreign languages, and personal, social and health education. This involved meeting with leaders of subjects, visiting lessons, looking at pupils’ work and talking to pupils and staff.  Inspectors met with the headteacher and other staff. They reviewed documentation and actions taken to safeguard pupils and promote their welfare, health and safety.  Inspectors looked at curriculum documents, school policies and the single central record. The lead inspector met with governors and a representative of the local authority.  Inspectors considered 164 responses to the Ofsted online questionnaire, Parent

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View, and a further 112 written responses from parents. Inspectors also considered the survey responses from 52 members of staff and 101 pupils.

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Inspection team

Paul Metcalf, lead inspector Ofsted Inspector

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Inspection team

Anne Cullum Ofsted Inspector 2 and 3 November 2021

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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