The City of Leicester College

The City of Leicester College

Address: Downing Drive, Evington, Leicester, Leicestershire, LE5 6LN Unique reference number (URN): 148878

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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 Strong standard

Pupils, and students in the sixth form, achieve well. The published outcomes from national examinations at key stage 4 show that pupils consistently outperform national averages. Disadvantaged pupils achieve significantly better outcomes than other disadvantaged pupils nationally.

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Achievement Strong standard

In the sixth form, students’ progress and attainment improved notably in the most recent published data. Students make better progress than students nationally in A-level courses, although their attainment is close to average. Almost all pupils, and students in the sixth form, move on to aspirational destinations in education, training, or employment.

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Achievement Strong standard

Across the school, pupils gain knowledge securely. They produce high-quality work and recall previous learning confidently. Any gaps in knowledge, or basic literacy and numeracy, close quickly so pupils make secure progress. Precise support for pupils with special educational needs and/or disabilities, including those in the specially resourced provision, helps them succeed alongside their peers.

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Attendance and behaviour Strong standard

The school has established a highly positive culture that is characterised by kindness and mutual respect. Pupils are happy and enjoy being at the school. As a result, attendance has improved steadily in recent years and is above the national average, including for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders monitor attendance forensically. When any pupils are regularly absent, staff work closely with them to understand the reasons and to provide support to minimise any barriers to attendance.

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Attendance and behaviour Strong standard

Classrooms are calm and purposeful. Pupils listen carefully to their teachers and engage eagerly with learning. They try hard and take pride in their achievements. Disruption is extremely rare. When it occurs, staff resolve issues fairly and apply sanctions consistently.

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Attendance and behaviour Strong standard

Around school and at social times, pupils follow rules and routines sensibly and respectfully. They enjoy the sense of community at the school and feel that they belong. Pupils get along, regardless of age, gender, or background. Discrimination and bullying are never tolerated. Pupils trust leaders to act quickly when any issues arise. When pupils do not meet the school’s high expectations, staff help them reflect on their actions and avoid any repeat behaviour.

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Curriculum and teaching Strong standard

Inspirational leaders have designed a rich and ambitious curriculum. It is underpinned by well-considered teaching strategies that expert teachers deliver consistently well. Leaders tailor the curriculum carefully so pupils, and students in the sixth form, gain the knowledge and skills they need for their next steps in education, training or employment. Teachers model new concepts clearly. They check pupils' understanding carefully. This enables them to address any gaps or misconceptions swiftly. Teachers encourage pupils to discuss their learning. This deepens their understanding and strengthens their vocabulary. Teachers know pupils very well and help them overcome barriers to learning, including pupils with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Leaders ensure that pupils with gaps in basic numeracy or literacy receive the support they need. This includes pupils at the early stages of learning English. Well-trained staff provide personalised support to strengthen reading and mathematical fluency. Teachers carefully adapt resources and activities so all pupils can access learning, whatever their starting points.

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Inclusion Strong standard

Inclusion sits at the heart of the school’s work. Leaders and staff work together to identify quickly when pupils need extra support to take part fully in school life. This includes pupils with special educational needs and/or disabilities (SEND), pupils who speak English as an additional language and pupils known or previously known to social care or those who are otherwise disadvantaged. Expert staff work with external partners to plan precise support. This helps pupils overcome barriers to learning, wellbeing or attendance so they can thrive alongside their peers. Leaders use pupil premium funding well to support learning and widen opportunities for disadvantaged pupils.

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Inclusion Strong standard

Teachers understand the barriers pupils face. They routinely adapt teaching so that all pupils can be successful. Expert staff provide personalised support and nurture for pupils with SEND, including those in the specially resourced provision. A small number of pupils benefit from carefully chosen alternative provision that matches their interests and aspirations. Leaders check this provision closely to ensure that it is suitable and safe. Leaders keep a careful eye on the progress that all pupils make, both academically and in their personal development. They continually refine support to meet pupils’ needs.

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Leadership and governance Strong standard

United by a shared vision, committed and highly effective leaders have improved the school significantly in recent years. The have embedded a positive culture and built a community where all pupils feel they belong. Leaders’ commitment to inclusion has created an environment where pupils flourish, regardless of their background or any barriers they face. There is no sense of complacency among leaders. They carefully monitor and reflect on the impact of their work. Leaders respond quickly and impactfully to any challenges. They strive to continue to strengthen the school’s provision.

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Leadership and governance Strong standard

Leaders are excellent role models. They have high expectations of staff and pupils. Staff share leaders’ determination to provide an excellent education for all. Staff benefit from high- quality professional learning that empowers them to refine their practice and strengthens their expertise. Staff are proud to work at the school. They value the support that the school provides for their wellbeing and to help them manage their workload.

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Leadership and governance Strong standard

The trust provides clarity of vision, as well as support and challenge. This has underpinned the school’s work. Trustees and governors bring further expertise and experience. They

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Expected standard

scrutinise the impact of leaders’ work and make sure that it meets its statutory responsibilities. The trust engages proactively with parents, carers and the wider community. Parents, carers and pupils speak positively about the school.

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Personal development and wellbeing Strong standard

Personal development is central to the school’s aspirational vision. Leaders have meticulously constructed a well-planned programme that develops pupils’ character and empowers them to be informed, active citizens. Pupils are knowledgeable, resilient, and self-assured. They discuss their views and beliefs with maturity and respect the opinions of others. Pupils talk confidently about equality laws and fundamental British values. They make sure that everybody feels a part of the school community, regardless of their religious beliefs, cultural background, or sexuality.

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Personal development and wellbeing Strong standard

Leaders understand the risks and challenges that pupils face in their lives. The ‘life skills’ curriculum reflects this. It provides pupils with the knowledge they need to lead safe and healthy lives. Pupils understand healthy and unhealthy relationships. They know how to stay safe online and recognise the dangers associated with drugs, alcohol and vaping. Pupils’ mental health and wellbeing is a priority. Pupils learn how to maintain good physical and mental health. Caring staff identify when pupils are struggling and support their wellbeing sensitively.

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Personal development and wellbeing Strong standard

The careers programme is well planned. The school strives to give pupils the knowledge and confidence to identify their next steps and pursue their ambitions. Leaders provide bespoke opportunities for pupils to learn about specific careers through alumni groups and work experience. They value the detailed information they receive about their options for when they leave the school. They appreciate the access to impartial careers advice and opportunities to meet with employers and education providers.

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Personal development and wellbeing Strong standard

The school provides a broad range of extra-curricular activities. These include leadership opportunities and after-school clubs as well as trips and visits. Leaders ensure that pupils with special educational needs and/or disabilities, and disadvantaged pupils, participate. Leaders make sure that the activities they offer reflect pupils’ interests and are available to all.

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Post 16 provision Expected standard

Leaders have recently made changes to the post-16 provision. They recognised that the culture and curriculum needed strengthening. Leaders raised expectations and revised the programmes of study. They have taken steps to ensure that teaching in the sixth form matches the quality seen across the school. As a result, the progress that students make in the sixth form has improved significantly. Attainment is now in line with the national average.

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Post 16 provision Expected standard

Teaching in the sixth form supports students to gain knowledge securely and produce high- quality work. Teachers are subject experts. Their careful questioning encourages students to think deeply. Teachers use assessment well to help students reflect and correct misconceptions. Staff provide highly effective support for students with special educational needs and/or disabilities and those with other barriers to learning, so that they can be successful.

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Post 16 provision Expected standard

The sixth-form enrichment programme offers opportunities to stretch students academically. For example, students can take the extended project qualification or mathematical studies course. They learn about topics such as financial literacy which broadens their knowledge and prepares them for adulthood. Students benefit from a well-designed careers programme and receive support with university, apprenticeship or job applications.

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

Pupils flourish at this inclusive and aspirational school. They talk warmly about the strong sense of community and the kindness they experience every day. Pupils from all backgrounds feel that they belong. They want everyone to feel welcome. As a result, attendance is high. Around school, pupils behave well. They say that bullying is extremely rare. When concerns arise, pupils trust staff to act quickly and keep the school running smoothly.

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

Pupils value the education they receive. The curriculum is challenging and interesting. Pupils rise to the high expectations teachers set. Pupils with special educational needs and/or disabilities (SEND), and those with other barriers to learning, benefit from teaching that meets their needs precisely. Pupils achieve well and are well prepared for their next steps in education, training or employment.

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

The school is proudly inclusive. Staff make sure that all pupils have the same opportunities to thrive. The specially resourced provision offers a highly positive learning experience. Disadvantaged pupils, pupils with SEND and pupils who speak English as an additional language receive the support they need to access the curriculum and enjoy the wider opportunities the school provides.

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

Pupils benefit from a personal development programme that prioritises their character development. Pupils are respectful, confident and resilient. They talk maturely about their future ambitions and know their rights and responsibilities as future citizens.

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

Pupils enjoy a wide range of extra-curricular activities. These include clubs that develop talents in sport and the arts. Enrichment activities allow pupils to explore engineering, forensic science and social issues. Many pupils take on leadership roles such as college captains and sports leaders which helps them develop their confidence and leadership skills.

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

Leaders have raised expectations and revised the programmes of study in the sixth form. They have taken steps to ensure that teaching in the sixth form matches the quality seen across the school. As a result, the progress that students make in the sixth form has improved significantly.

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Team inspectors:

Alexandra Jane Burton, Ofsted Inspector Julie Sheppard, Ofsted Inspector Kathryn Hobbs, Ofsted Inspector Martin Rowe, Ofsted Inspector Emma Mason, Ofsted Inspector

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Next steps

Leaders should ensure that progress and attainment in the sixth-form continue to improve and that the high standards across the school school are maintained.

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About this inspection

This school is part of Aspire Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Julie Robinson, and overseen by a board of trustees, chaired by Sue Welford.

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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 inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, deputy headteachers, the CEO of the trust, other school leaders, 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 includes specially resourced provision for 20 pupils with communication and interaction needs.

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About this inspection

The school currently makes use of 9 alternative provisions, including 8 that are unregistered.

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Facts and figures used on inspection

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. National average: 28.9%

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 52.2% 45.4% Close to average

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national average

2023/24 (final) 50.7% 45.9% 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) 49.1 46.1 Close to average

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national average

2023/24 (final) 48.7 45.9 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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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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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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national average

2023/24 (final) -0.31 -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

2024/25 (final) 34.02 35.00 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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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) 7.5% 8.4% Close to average

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national average

2023/24 (3 term) 8.0% 8.9% 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) 19.9% 23.4% Close to average

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national average

2023/24 (3 term) 24.6% 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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