Etone College

Etone College

Address: Leicester Road, Nuneaton, Warwickshire, CV11 6AA Unique reference number (URN): 137771

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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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Attendance and behaviour Strong standard

Leaders have established and sustained a highly effective approach to improving attendance, underpinned by clear expectations. Staff consistently promote these expectations. Attendance is treated as a shared responsibility. Staff receive high-quality training that enables them to hold supportive, purposeful conversations with pupils and families. This ensures that concerns are identified early and addressed constructively. Over time, overall attendance continues to improve year on year and, for pupils with special educational needs and/or disabilities, attendance is consistently above national figures.

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Attendance and behaviour Strong standard

Leaders’ high expectations for behaviour are firmly embedded across the school. Pupils are punctual, calm and ready to learn. They arrive to school with a positive mind-set and move purposefully into the start of the day and after lunch, creating an orderly environment that supports learning. In lessons, pupils are highly focused and show determination to achieve well. Pupils speak, as one, about the positive and respectful atmosphere between pupils and with teachers. Pupils say any issues, such as bullying, are swiftly dealt with. Suspensions are used sparingly. Staff understand pupils’ individual circumstances well, particularly those of vulnerable pupils, and provide timely, appropriate support where needed. This ensures that high standards of behaviour are maintained.

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Curriculum and teaching Strong standard

The curriculum is ambitious for all pupils. Leaders have established an ongoing, high-quality programme of professional learning so that teachers are highly skilled in delivering the curriculum effectively. Teachers have expert subject knowledge and their teaching is clear and purposeful. Teachers rigorously check pupils' learning and ensure that pupils embed their thinking. They know how well pupils are learning the curriculum. Teachers routinely identify gaps and misunderstandings. They skilfully adjust the curriculum and teaching to address these promptly. As a result, pupils develop a deep body of knowledge in all subjects they study. This highly effective teaching benefits all pupils, including those with special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Developing pupils’ foundational skills, such as in writing, mathematics and oracy, is a high priority across all subjects. These skills are a focus in all subjects and pupils say they increase their confidence quickly when asked to speak aloud. Reading, in particular, is a high priority here. Pupils have many opportunities to read across the curriculum and for pleasure. When pupils need help to improve their reading, they receive it. Consequently, they improve their skills and knowledge. Leaders also continue to enhance the teaching of writing across the curriculum to further improve pupils' confidence and expertise.

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Inclusion Strong standard

Inclusion is a strength of Etone and is at the heart of pupils’ experiences. Leaders take swift, decisive action to identity pupils who need additional support in the classroom or around school more generally. Pupils with special educational needs and/or disabilities (SEND) are identified accurately and quickly. The support they receive is carefully planned and precisely matched to their needs, enabling them to thrive. Where pupils may benefit from support for anxiety or mental health, for example, the school can offer time with external professionals within the ‘Success Centre’. All pupils, who face barriers to their learning, benefit from the same high expectations as their peers.

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Inclusion Strong standard

Staff have an excellent understanding of pupils as individuals. Training for staff is sharply focused. This ensures that staff have the knowledge and confidence to meet a wide range of needs effectively. Leaders closely monitor pupils’ progress and wellbeing and evaluate the impact of support with precision. In school, pastoral leaders, and those with responsibilities around attendance and SEND, work together to make sure that support for individual pupils fully meets their needs. Together, they track pupils' attendance efficiently. This strong, inclusive culture means pupils feel safe, valued and supported, enabling them to engage fully in learning and school life.

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Inclusion Strong standard

The school does not use any alternative provisions.

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Leadership and governance Strong standard

The school is very well led and managed. Leaders have a clear sense of priorities and the actions they need to take. Staff and leaders at all levels are wholly committed to improving the life chances of pupils at Etone. Staff are tireless and highly effective in their work to overcome pupils' barriers to learning. They ensure that pupils are safe, happy and typically achieve well. Pupils leave school as confident and well-rounded citizens with bright futures.

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Leadership and governance Strong standard

Trustees and those responsible for governance are very knowledgeable and carry out their statutory duties with rigour and clarity. They are dedicated to their vision to provide the very best for the school community. Trustees check the progress of the school, meticulously examining pupils' progress, behaviour and development of their character. These checks ensure, for example, that safeguarding procedures are rigorous and effective. Leaders know the school's many strengths. They have clear plans to further develop aspects of its excellent provision to improve outcomes across all subjects and for all pupils, including the most vulnerable. Leaders ensure that pupils, and staff, have a voice in how the school is led.

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Leadership and governance Strong standard

Staff feel universally valued and supported to carry out their roles and responsibilities. The trust and school provide an extensive range of professional learning. This has, for instance, further strengthened the quality of the curriculum and teaching. There are frequent opportunities to gain knowledge of, develop and share best practice. Staff, including those at the early stage of their career, are wholly positive about working here. Effective strategies to manage staff workload and wellbeing are at the heart of decision making. Staff retention is consequently very high. The school has rightly developed a strong reputation and trusting relationships with the local community.

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Personal development and wellbeing Strong standard

Personal development and wellbeing underpin the whole ethos and experience pupils receive at Etone. Through academic and pastoral systems and character-building opportunities, the personal development programme is embedded across the school’s culture and daily practice. Pupils speak with maturity, respect and confidence about difference. Pupils of all ages agree that ‘everyone is welcome’ and ‘no one is different.’ The school has been recognised for national awards including being a ‘Superkind school’. Pupils recognise and talk about these awards with pride.

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Personal development and wellbeing Strong standard

Pupils participate in a vast range of clubs, trips and opportunities including University experiences across the year. Leaders track and promote participation in clubs and trips well. This means that all groups of pupils attend widely, including pupils who are disadvantaged and/or have special educational needs and/or disabilities. Extensive opportunities for pupil leadership, including diversity champions, subject ambassadors and safeguarding leaders, promote equality and academic excellence, boost pupils' confidence and develop their character.

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Personal development and wellbeing Strong standard

The ‘Learning for Life’ (L4L) curriculum explicitly links the school's core values to real ‑ world role models and lived experiences. This strengthens pupils’ sense of purpose, belonging and moral responsibility. Leaders respond and adapt to local, national and international issues. For example, climate concerns feature in every subject area to give pupils a breadth of understanding of its impact on the world. Pupils develop a secure and confident understanding of fundamental British values. They articulate concepts such as democracy and mutual respect with clarity. Pupils show a depth of knowledge about relationships, consent and healthy choices. Teaching equips pupils with the knowledge and confidence to navigate social situations safely and responsibly, including online and offline risks.

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Personal development and wellbeing Strong standard

The careers information and guidance programme is highly comprehensive and externally validated. In all key stages, pupils have multiple high-quality encounters with employers, apprenticeship providers and educators. Pupils get tailored guidance to help them make informed choices. Pupils therefore go on to a range of ambitious and appropriate next steps, including high-performing universities.

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Post-16 provision Strong standard

The sixth form is a growing, ambitious and inclusive provision, with a broad range of curriculum choices matched to students’ previous attainment and their own aspirations. Students benefit from highly effective teaching. Staff are experts in their fields. They know the important knowledge and skills that pupils need to succeed. They check how well students learn and give them clear feedback on how to improve. As a result, students, including those who are disadvantaged, progress very well from their starting points. They frequently go on to prestigious universities and successful careers.

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Post-16 provision Strong standard

The extensive personal development programme fully prepares students for life after school. Students learn how to study and how to manage their time successfully. They learn about topics including mental health, personal finance and relationships as well as local safeguarding risks such as rail safety. They have many high-quality encounters with, and experiences of, the world of work. Staff provide excellent pastoral support. Because this support is highly successful, students attend regularly, participate in school life and achieve well.

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Post-16 provision Strong standard

Students in the sixth form prosper in an inclusive and positive environment. Students make a genuinely positive contribution to the school community. In their free time, many students volunteer in the local community, raise money for charity and support younger pupils as

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Expected standard

numeracy mentors and with peer tutoring. Etone students are first-rate role models for younger pupils

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Achievement Expected standard

Pupils, including those who face barriers to their learning, and students in the sixth form, typically achieve well. In most subjects pupils achieve more successfully than their peers in other similar schools nationally. This is reflected in the outcomes of national tests and assessments. Over time achievement continues to improve. Due to the highly effective ways the school reduces barriers to learning, disadvantaged pupils and those with special educational needs and/or disabilities learn well from their varied starting points.

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Achievement Expected standard

Pupils gain important foundational knowledge, such as reading and writing, through the various subjects in school and through highly effective catch-up provision for those that need it. Pupils routinely recall what they have learned most recently and, in many subjects, can recall more historic learning. Pupils become adept at using this knowledge to help them to learn new content. Consequently, pupils’ knowledge builds progressively. Leaders continue to promote and develop pupils’ oracy across the curriculum. Consequently, pupils' verbal responses become rich and deep.

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

Etone College has a powerful sense of community that pupils feel proud to be part of. Pupils speak very confidently about their teachers and about being well cared for. Relationships between pupils are positive. Pupils also show their respect to visitors into the school, being willing to talk openly about how positive school is for them and, for many of them, their ambitions to join the sixth form. Pupils feel safe and secure in school. They behave extremely well in lessons and around the site. As a result of this established community, attendance continues to rise rapidly for all pupils including those who face barriers to their learning.

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

Staff support every pupil to show the school’s core values including integrity, courtesy and self-belief. Staff leave no stone unturned in their efforts to identify and address any barriers to learning. Pupils enjoy learning and aim to be the best they can be. They rise to meet the high expectations of them and engage positively in lessons. If pupils need support and help to improve their attitudes to learning or attendance, staff act expertly and supportively to help them improve.

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

The school supports pupils' personal development significantly well. Personal development is a key ‘thread’ which runs across all aspects of the school. Pupils with special educational needs and/or disabilities are fully integrated into school life. They take part, alongside their peers, in a wide range of extra-curricular activities including sports, arts, music and charity fundraising. The school provides pupils with cultural experiences; for example, by attending the theatre. A significant number of pupils, across all year groups, take on leadership roles on the school council and as well-being, anti-bullying or mental health ambassadors, amongst many other roles. These opportunities develop their sense of belonging and responsibility and enables them to thrive.

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Next steps

Leaders should continue to ensure that all staff further adapt their teaching and assessment, enabling pupils to deepen their knowledge and key skills and leading to raised achievement for all.

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About this inspection

This school is part of Matrix Academy 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), Lyndsey Draycott, and overseen by a board of trustees, chaired by Sir Mark Aspinall.

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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, and other senior leaders; members of the trust board, including the chair of the trust and CEO; designated safeguarding lead; SENDCo; directors of learning; staff and pupils.

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About this inspection

Inspectors visited lessons and looked at pupils’ work. They spoke with pupils at different times across the school day and observed behaviour in lessons and around the school site.

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About this inspection

To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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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 considered the responses to Ofsted’s staff survey. They considered the responses to the online survey, Ofsted Parent View, including parents’ free-text comments.

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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 does not use any alternative provisions.

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Lead inspector:

Stuart Clarkson, His Majesty's Inspector

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Team inspectors:

Robert Bourdon-Pierre, Ofsted Inspector Neil Warner, Ofsted Inspector Gail Brindley, Ofsted Inspector Elizabeth Lawson, 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 9 September 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: Ian Smith 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) 46.4% 45.4% Close to average

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national average

2022/23 (final) 38.2% 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) 47.3 46.1 Close to average

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national average

2023/24 (final) 48.9 45.9 Close to average

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national average

2022/23 (final) 47.7 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

2022/23 (final) 0.20 -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) 26.3% 25.8% Close to average

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national average

2022/23 (final) 24.4% 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) 39.2 34.9 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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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) 31.53 35.00 Close to average

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national average

2023/24 (final) 30.82 34.38 Close to average

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national average

2022/23 (final) 32.20 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) 0.1 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) 8.0% 8.4% Close to average

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national average

2023/24 (3 term) 8.7% 8.9% Close to average

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national average

2022/23 (3 term) 8.5% 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) 24.0% 23.4% Close to average

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national average

2023/24 (3 term) 24.0% 25.6% Close to average

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national average

2022/23 (3 term) 22.7% 26.5% 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. 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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