Sedgefield Community College

Sedgefield Community College

Address: Hawthorn Road, Sedgefield, Stockton-on-Tees, County Durham, TS21 3DD Unique reference number (URN): 147670

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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 take immense pride in their work. They produce high-quality work across the curriculum. Pupils, including those who are disadvantaged and those with special educational needs/and or disabilities (SEND), progress well through the curriculum from their starting points. Pupils quickly secure basic skills in reading, writing and mathematics.

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Achievement Strong standard

Pupils' attainment is typically above the national average in national tests. This includes pupils who are disadvantaged, who attain more highly than their national peers in most subject areas. These outcomes reflect the high expectations of leaders and staff. High levels of achievement mean that pupils are very well prepared for their next steps. The vast majority of pupils, including those who are disadvantaged and those with SEND, move on to meaningful education, employment or training.

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Attendance and behaviour Strong standard

Attendance is a considerable strength of the school. Leaders have created a highly positive culture that makes pupils want to attend school. Pupils know that they thrive when they are in school. The importance of high attendance is understood by all. The vast majority of pupils attend school regularly. Leaders provide bespoke support to pupils, and their families, to reduce any barriers to attendance. For a minority of pupils who need some extra help, leaders provide a range of reasonable adjustments and wider support. Their approach is tailored to build confidence in attending school. As a result, these pupils attend more regularly over time.

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Attendance and behaviour Strong standard

The school environment is highly conducive to learning. It is calm and purposeful. Pupils respond incredibly well to clear behaviour systems, which are consistently applied. They value their rewards and strive to achieve these. Pupils wear their ‘skills badges’ with pride, as they are proud of their achievements. Pupils rarely need reminding of behaviour expectations. They learn how to resolve conflict and develop positive relationships with their peers. There is a culture of mutual respect across the school. Bullying, or any form of discrimination, is not tolerated and is dealt with effectively by leaders. Older pupils set an example for their younger peers.

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Curriculum and teaching Strong standard

Leaders have embedded a highly effective, broad and ambitious curriculum across the school. The curriculum continually evolves to meet the changing needs of pupils. It enables pupils to develop a deep understanding of subject-based knowledge. Teachers are experts in their subject area. They consistently teach the curriculum well. Teachers make sure that pupils have secured their learning before moving on. They use carefully crafted questions to encourage pupils to think and reflect on their learning. Teachers adapt their teaching to meet the needs of all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Leaders use technology effectively to support teaching and enable pupils to extend their knowledge further. Teachers use live marking to quickly spot any errors or misconceptions in pupils' work. This supports pupils to improve. Pupils learn a complex range of vocabulary and know how to apply it. They are confident

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Curriculum and teaching Strong standard

readers, writers and communicators. Pupils with gaps in their basic skills receive support to catch up quickly with their peers, and they do. Leaders make sure all pupils have the important skills that they need to fully access the curriculum.

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Inclusion Strong standard

Leaders work in close partnership with local primary schools to understand the individual needs of pupils before they join the school. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, are familiar with the school environment and key members of staff before they join the school. This process supports leaders to quickly and accurately identify and assess pupils' needs. Leaders seek advice from professionals and use this to inform their approach to supporting pupils.

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Inclusion Strong standard

Leaders carefully check pupils' progress through the curriculum and adjust any support as needed. Teachers make carefully considered adaptations in lessons to reduce barriers to learning. For example, some pupils make use of assistive technology to help them in their lessons and around school. This supports pupils to quickly become less reliant on adult support. A minority of pupils benefit from small-group teaching to remove the barriers they face in larger classroom environments. This support makes a sustained difference to their experience of school. Leaders use additional funding to make sure pupils who are disadvantaged and those known to social care have all the resources they need to be successful. There is a real culture of equity in this school. The school rarely uses alternative provision, ensuring that it is in the best interests of pupils when it does.

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Leadership and governance Strong standard

Leaders have an astute understanding of their school, its pupils and the community it serves. They continue to make improvements in order to maintain high standards across all aspects of the school’s work. As a result, pupils benefit from a highly effective education. Leaders have established a culture of high expectations that are realised by all. Leaders at all levels make valuable contributions to the school’s vision. They make decisions in the best interests of their pupils.

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Leadership and governance Strong standard

Trustees and governors know the school well and are proud of its many achievements. They hold leaders to account and challenge them to continue to build on the school’s success. They visit regularly and are very much part of the school community.

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Leadership and governance Strong standard

Staff are incredibly proud to work at this school. They value the support of leaders and feel that their wellbeing and workload is well considered. Staff benefit from a comprehensive professional learning programme that enables them to continually develop their knowledge and skills. Their learning is underpinned by research and is precisely matched to areas that the school is working on. Teachers in the early stages of their career receive high levels of support. Many continue to have long and successful careers within the school and the wider trust. Leaders and staff work closely with other schools in the trust to learn, reflect and share practice.

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Leadership and governance Strong standard

Parents and carers speak highly of the school. They appreciate the teaching, support and wider opportunities that their children experience. Leaders engage with local businesses and employers to help pupils develop their aspirations.

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Personal development and wellbeing Strong standard

Leaders have designed a thoughtful personal development programme. Pupils develop a clear understanding of how to keep themselves safe, including online. They regularly engage with external agencies, such as the police and fire brigade. Pupils develop a detailed knowledge of how to look after their physical and mental health. They learn about healthy relationships. Pupils demonstrate respect and tolerance towards other beliefs and cultures. They value individuality and celebrate diversity. Pupils know what it means to be a good citizen.

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Personal development and wellbeing Strong standard

All pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, benefit from the school’s ‘super curriculum’, where they access a rich enrichment programme. They engage in sessions that extend beyond the national curriculum. These spark their interest in wider subject matter, such as learning about marine biology.

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Personal development and wellbeing Strong standard

Leaders and staff know their pupils incredibly well. Pupils are well cared for and know where to go if they need some extra help. Pupils receive highly effective support when they need it. Some pupils benefit from emotional literacy groups or sessions with the school counsellor. Some pupils go on to support others in their roles as wellbeing warriors. These opportunities support pupils to develop their resilience and learn how to manage their emotions.

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Personal development and wellbeing Strong standard

Pupils benefit from a rich careers programme that builds their aspirations. Pupils have opportunities to visit colleges and universities. They benefit from taster sessions in subjects that they may choose to study in the future, such as psychology or sociology. Pupils leave as confident and independent young people who know what they need to do to realise their aspirations.

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

Pupils are safe and happy at Sedgefield Community College. They benefit from a highly effective education, provided by skilled leaders and staff. Pupils conduct themselves incredibly well. They show respect towards staff and their peers. Pupils celebrate each other’s successes. Any instances of bullying are dealt with quickly and effectively. Pupils rarely need reminding of the school’s high expectations. They flourish in a calm, productive environment where all pupils can learn. Pupils attend school regularly.

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

Pupils benefit from a broad and balanced curriculum. They explore areas of subject learning that go beyond the national curriculum. Pupils receive consistently high-quality teaching. This enables them to develop the knowledge and skills that they need for their future. Pupils are eager to learn and enjoy working towards earning their rewards. They take pride in their work. Pupils, including those who are disadvantaged, achieve very well in national tests. They often achieve at a higher level than their peers nationally. Pupils with special educational needs and/or disabilities receive effective support to achieve well. They make excellent progress from their individual starting points. All pupils benefit from a wide range of opportunities to enhance their experience of school. They are encouraged to participate in competitive sport, such as cricket or athletics. Some pupils choose to join the school choir or take part in the annual school show. Pupils enjoy

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

learning through visits to local museums, parks and wetlands. Younger pupils experience outdoor education through a residential visit. This helps to develop their resilience and team- building skills. Older pupils value opportunities to engage with employers, colleges and universities. When pupils leave the school, they move on into meaningful education, employment or training. They are incredibly well prepared to continue working towards achieving their aspirations.

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Next steps

Leaders should continue to refine and embed their identified priorities for development, in order to drive a transformational impact for all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities.

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About this inspection

This school is part of Laidlaw Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sally Newton, and overseen by a board of trustees, chaired by Susanna Kempe.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, the CEO, trustees and local governors 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

Inspectors were aware during this inspection of a serious incident involving a child who used to attend this school that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ evaluations.

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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 currently uses 3 alternative provisions, including one that is unregistered.

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Team inspectors:

Catherine Beard, Ofsted Inspector Sam Vickers, Ofsted Inspector Joanne Maw, Ofsted Inspector Nicola Reed, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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. Headteacher: Paul Fleming National average: 1,154

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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) 50.3% 45.4% Close to average

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national average

2023/24 (final) 46.6% 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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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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national average

2024/25 (final) 25.5% 25.8% Close to average

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national average

2023/24 (final) 27.7% 25.8% Close to average

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national average

2022/23 (final) 31.1% 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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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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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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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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Persistent absence

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

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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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