Collingwood College

Collingwood College

Address: Kingston Road, Camberley, Surrey, GU15 4AE Unique reference number (URN): 136828

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, generally achieve broadly in line with national averages over time. In lessons, pupils produce work of a high quality. Most pupils can talk about what they have learned and link this to their prior learning.

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Achievement Expected standard

Pupils are well prepared for their next steps in education. Pupils go on to appropriate and ambitious destinations at the end of Year 11. Leaders ensure that pupils have the knowledge they need to make informed decisions.

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Achievement Expected standard

Leaders have ensured that any pupils with gaps in their reading, handwriting, spelling and mathematics catch up. Effective interventions ensure that these pupils can access the learning across the curriculum. Pupils with lower starting points progress well through the curriculum. Leaders make effective decisions on the curriculum they study and any alternative provision used.

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Attendance and behaviour Expected standard

Leaders prioritise attendance and promote how important it is. Pupils know why they need to attend school and the impact it will have on their education. Leaders use data to track the attendance of individuals and groups of pupils. They then use this to identify any barriers and overcome them. This has meant that attendance has improved over time, with all pupils now in line with national averages. The attendance of disadvantaged pupils has also improved, and persistent absence has decreased.

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Attendance and behaviour Expected standard

Leaders have established consistent behaviour routines, which staff put in place. Pupils know the rules. They follow them and this means low-level disruption is rare. Leaders have created a calm and purposeful learning environment. Pupils are polite to each other and staff. Harassment in any form is not tolerated. The positive relationships between staff and pupils underpin the effective behaviour systems. Pupils are keen to learn but still need to develop the self-discipline and independence to thrive. Bullying is rare; where it does happen, leaders take effective actions. Where leaders have made adaptations for individual pupils through a change in provision or routine, they are effective at engaging pupils in their education.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. It is well sequenced and supports pupils to develop their knowledge across the full range of subjects. Leaders have established clear learning routines in lessons. These include retrieval exercises at the start of lessons, which check what pupils can remember.

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Curriculum and teaching Expected standard

Teachers use effective demonstrations in lessons to show pupils how to solve problems. Leaders have ensured that teachers have the subject knowledge they need to deliver the curriculum. This includes non-specialists, who receive tailored support to become experts. Tasks in lessons are well designed and build on what pupils already know. The curriculum is generally taught effectively and teachers check on pupils' understanding using questioning well.

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Curriculum and teaching Expected standard

Teachers use assessment to inform pupils on what they have learned. The system also identifies what they need to improve. Where this is highly effective, pupils use this feedback to deepen their understanding. However, this is not yet embedded across the curriculum.

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Curriculum and teaching Expected standard

Where pupils have barriers to their learning, including those who have special education needs and/or disabilities and those who are disadvantaged, teachers put in place adaptations to support them. Leaders have implemented a curriculum to catch up pupils who lack the basics in reading, spelling, handwriting and mathematics. This curriculum is taught by specialists. This ensures that the gaps in their knowledge are closed.

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Inclusion Expected standard

Leaders have effective systems in place to identify pupils with special educational needs and/or disabilities. This includes the use of teacher observations, testing and information from primary schools. Leaders provide staff with appropriate training. This equips them with the skills they need to reduce pupils' barriers to learning. Leaders communicate with parents and carers on a regular basis. This ensures that parents are up to date on pupils' progress. Leaders and parents review pupils' support and make appropriate changes. Leaders then communicate these changes to teachers. Leaders recognise the need to ensure that these changes are in place quickly for pupils. Leaders have built professional relationships with external agencies to secure the right interventions for pupils.

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Inclusion Expected standard

Leaders have developed an appropriate pupil premium strategy. Evidence informs leaders' actions and focuses on effective teaching and learning. Staff generally implement the strategy well in the classroom. They understand the needs of disadvantaged pupils and their role in enhancing pupils' education.

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Inclusion Expected standard

Leaders ensure that there is effective use of alternative provision. Leaders ensure that these provisions are safe and provide education that enhances pupils' opportunities.

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Leadership and governance Expected standard

Leaders have a clear understanding of what is working well and what they want to improve. They take precise action to address these areas. This has been successful at improving attendance and behaviour. Leaders are starting to see the impact on improving the consistency of curriculum implementation. Trustees meet their statutory duties. They work alongside leaders to identify each year's strategic goals. Trustees then challenge school leaders, using their expert knowledge. This is effective in ensuring they have oversight of the school’s performance. Leaders have ensured that the college is on a trajectory of improvement.

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Leadership and governance Expected standard

Leaders prioritise the needs of pupils with special educational needs and/or disabilities and those who are disadvantaged and always consider the impact of changes on these pupils. This enables them to progress well from their starting points. Leaders have created a coherent and effective professional learning programme. The focus on adaptive teaching is now evident in the classroom. Early career teachers get the support they need from expert coaching. Staff recognise that leaders consider their workload and wellbeing. This includes considering when work emails are sent and when different events take place. Parents are supportive of the school, and leaders have established positive relationships with the community. Leaders have built professional relationships with external agencies and other schools. Leaders use these to better inform the support that pupils receive.

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Personal development and wellbeing Expected standard

Leaders have developed a wide-ranging personal development programme. It includes discrete lessons on personal development, religious education and citizenship. Tutor times, assemblies and immersion days supplement these lessons. Leaders adapt the curriculum to meet the needs of the community, including work on vaping and artificial intelligence.

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Personal development and wellbeing Expected standard

Pupils generally develop their understanding of the taught curriculum. This is particularly effective in relationship and sex education and health education. Pupils are confident to talk about what they have learned and how this relates to their lives. Pupils also show a clear understanding of keeping safe both online and in the community and how to be healthy. They have an appreciation of other religions and the differences between them. However, pupils' knowledge of the fundamental British values and protected characteristics is less secure.

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Personal development and wellbeing Expected standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged benefit from the personal development curriculum. Adaptations meet their needs, enabling them to learn the content well. Where pupils attend alternative provision, leaders ensure that they also receive a comprehensive personal development curriculum.

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Personal development and wellbeing Expected standard

Leaders listen to pupils, and the school council offers them opportunities to develop their leadership skills. Changes such as table tennis at social times are a direct result of the work of the school council.

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Personal development and wellbeing Expected standard

Leaders have developed a wide and varied extra-curricular offer. This includes clubs such as 'Status Racing' and 'Robot Wars'. The school's enrichment offer fosters teamwork, resilience and problem-solving, helping pupils to build confidence beyond the classroom.

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Personal development and wellbeing Expected standard

Pastoral support is effective. Leaders identify what support individual pupils need and then provide appropriate support, such as counselling. Careers advice and guidance are a strength. Pupils attend careers fairs, access support when choosing options, have one-to- one career advice and meet a range of further and higher education providers. This means that pupils know what they need to achieve to move on to ambitious destinations.

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Post 16 provision Expected standard

Leaders have developed a coherent and well-sequenced curriculum for all subjects in the sixth form. Learning builds on knowledge from key stage 4 but also ensures there is time to revisit past learning. Leaders have created an inclusive and nurturing environment which students value. They have ensured that students with special educational needs and/or disabilities are able to achieve well.

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Post 16 provision Expected standard

Leaders have maintained a wide range of courses that prepare students for their future. Expert teachers share information effectively and check what students understand. They make changes to learning to fill any gaps in understanding.

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Post 16 provision Expected standard

Over time, students achieve broadly in line with national averages in the sixth form. Where there has been any decline in results, leaders have taken immediate action to address this. In lessons, students demonstrate a secure understanding of the content they have learned. They are then able to link this learning to what they are going to do next.

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Post 16 provision Expected standard

Students have the opportunity to be leaders. Leadership skills are developed by working with younger pupils and the school's leadership team. Students also take part in a range of extra-curricular activities, including the school's performance and debating society. Students are ambitious for their next steps. This is thanks to the precise and well-considered careers programme.

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What it's like to be a pupil at this school

Pupils are proud to attend Collingwood College. They feel part of a community where they know where to go to access support. Pupils trust staff and believe they have their best interests at heart. This makes them feel safe.

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What it's like to be a pupil at this school

Pupils enjoy the broad curriculum they experience. The curriculum is ambitious across all key stages. Pupils are well prepared for each next step, including options in Year 8, post-16 choices in Year 11 and their next steps in Year 13. Pupils enjoy lessons, and teaching is generally effective. They achieve broadly in line with national averages over time and are well prepared for their next steps in education, employment and training.

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What it's like to be a pupil at this school

Pupils with special educational needs and/or disabilities are identified effectively by staff. The support they receive is specific to pupils' needs. This enables teachers to remove barriers to pupils' learning.

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What it's like to be a pupil at this school

Pupils' attendance is improving. They know the importance of attending school, and this means that all groups now attend on a more regular basis. Pupils conduct themselves well both in lessons and at social times. They are respectful to each other and to staff. Bullying is rare. Pupils are confident staff will deal with it effectively.

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What it's like to be a pupil at this school

Pupils value the high-quality pastoral care they receive. They are confident that leaders will put in the best possible support for them.

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What it's like to be a pupil at this school

Pupils are active participants as leaders. The school council meets with both school leaders and trustees on a regular basis. Pupils feel listened to and that their voice matters. Pupils experience a broad range of clubs, including sports and debating. Pupils attend visits linked to their curriculum, such as Box Hill in geography, as well as further afield to Iceland and Paris.

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Team inspectors:

Alan Johnson, Ofsted Inspector Peter Fry, Ofsted Inspector Julia Mortimore, Ofsted Inspector Tania Harding, Ofsted Inspector Chris Sykes, Ofsted Inspector

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Next steps

Leaders should further embed assessment routines to ensure that teachers consistently support pupils, including disadvantaged pupils, to deepen their understanding and achieve highly.

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About this inspection

This school is a stand alone academy trust. The trust is run by the principal, Karen Watling, and overseen by a board of trustees, chaired by Steve Barker.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspectors are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, trustees, the local authority, staff and pupils during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 8 alternative provisions, of which 2 are unregistered.

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About this inspection

Principal: Karen Watling The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 43.4% 45.4% Close to average

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national average

2023/24 (final) 43.8% 45.9% Close to average

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national average

2022/23 (final) 50.8% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 45.4 46.1 Close to average

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national average

2023/24 (final) 47.9 45.9 Close to average

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national average

2022/23 (final) 49.0 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.01 -0.03 Close to average

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national average

2022/23 (final) 0.10 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 19.0% 25.8% Close to average

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national average

2022/23 (final) 28.9% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 30.1 34.9 Close to average

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national average

2023/24 (final) 32.1 34.6 Close to average

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national average

2022/23 (final) 34.3 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.64 -0.57 Close to average

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national average

2022/23 (final) -0.67 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2023/24 (final) 34.10 34.38 Close to average

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national average

2022/23 (final) 33.89 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) -0.2 0.0 Close to average

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national average

2023/24 (revised) 0.0 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 9.4% 8.4% Close to average

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national average

2023/24 (3 term) 8.2% 8.9% Close to average

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national average

2022/23 (3 term) 7.8% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 26.4% 23.4% Close to average

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national average

2023/24 (3 term) 22.6% 25.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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