|Name||Casterton College Rutland|
|Ofsted Inspection Rating||Good|
|Address||Ryhall Road, Great Casterton, Stamford, PE9 4AT|
|Number of Pupils||762 (49.3% boys 50.7% girls)|
|Number of Pupils per Teacher||18.7|
|Academy Sponsor||Casterton College Rutland|
|Percentage Free School Meals||10.1%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||18.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 December 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish on their websites. The school is an average-sized, mixed comprehensive school, with a sixth form. The proportion of pupils supported by the pupil premium is below average. Most pupils are White British and speak English as their first language. The proportion of pupils who have special educational needs and/or disabilities is average. There are no pupils attending off-site alternative provision. In 2015 and 2016, the school met the government’s floor standards. These are the minimum expectations for pupils’ attainment and progress at the end of key stage 4 and interim standards for 16 to 19 study programmes. The school sixth form site is currently 10 miles away from the main school. The school has plans for it to return to the main school site in time for September 2017.
Summary of key findings for parents and pupils
This is a good school The principal’s excellent leadership inspires trust and confidence in the whole-school community. Leaders and managers have taken determined action in response to the previous inspection and successfully brought about rapid improvements. Attendance has improved for all groups of pupils. This is also the case for pupils who were persistently absent. Leaders and managers have very high expectations of pupils’ behaviour. Pupils’ behaviour is now outstanding. Pupils take a pride in their appearance and conduct themselves in a mature and sensible manner in lessons and around the school. Pupils are now making good progress in most subjects and across all year groups. School improvement has been rapid. Effective tracking systems enable leaders and teachers to check pupils’ progress accurately, in order to provide good-quality support for any who fall behind. The governing body supports and challenges leaders well, so that the school improves. They share the principal’s ambition to be the best. Leaders are inconsistent in monitoring how rigorously the school’s assessment policy is applied at key stage 3. The sixth form is good. Improved systems to check on academic progress and the quality of teaching are now raising standards effectively in the sixth form. Excellent arrangements for pupils’ health, safety and welfare mean that they are kept safe and benefit from highly effective support. The overall feedback that pupils are given about their work has improved well. However, its impact on helping pupils to improve their work varies because not all teachers adhere fully to the school’s assessment and marking policy. Many teachers enthuse pupils with their passion for their subjects. They use their excellent subject knowledge to help pupils to achieve. Teaching is now good. Training for teachers is now improving outcomes for most pupils. Leaders have plans to share the best practice, so that more pupils achieve. The progress of pupils at GCSE level, in both English and mathematics, is above that seen nationally. Outcomes for disadvantaged pupils have improved considerably, as a result of a collective focus by all leaders, governors and staff on this group of pupils.