Chesterton Community College


Name Chesterton Community College
Website http://ccc.cambridgeshireeducationaltrust.org/
Ofsted Inspection Rating Outstanding
Address Gilbert Road, Cambridge, CB4 3NY
Phone Number 01223712150
Type Academy
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 993 (52% boys 48% girls)
Number of Pupils per Teacher 13.9
Academy Sponsor Eastern Learning Alliance
Local Authority Cambridgeshire
Percentage Free School Meals 11.1%
Percentage English is Not First Language 23.6%
Persisitent Absence 11.2%
Pupils with SEN Support 6.9%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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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. Chesterton Community College is an average-size secondary school. The proportion of pupils for whom the school receives pupil premium funding is below the national average. The percentage of pupils from minority ethnic backgrounds is above average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is well below the national average. The proportion of pupils who have an education, health and care plan is in line with the national average. The school does not make use of alternative education provision. The school meets the government’s current floor standards, which sets the minimum expectations for the attainment and progress of pupils.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher, ably supported by other leaders, has instilled a culture of high expectations across the school. She has successfully brought about significant sustained improvements in the quality of education since the previous inspection. Teachers are skilled in, and routinely seek opportunities to improve their practice. Leaders provide effective and specific professional training for staff. As a result, the quality of teaching, learning and assessment is outstanding. Over a number of years, pupils have made exceptional progress across the curriculum. Teachers are persistent in ensuring that pupils realise their potential. As a result, outcomes by the end of key stage 4 remain significantly above national averages. Leaders, including middle leaders, have an accurate understanding of the progress pupils make. Precise support is swiftly and effectively put in place for any pupil who falls behind. Pupils are set ambitious academic targets. They have a hunger to succeed and go about their learning with great enthusiasm, often seeking to exceed challenging individual targets. Pupils who have special educational needs and/or disabilities are extremely well provided for. They make significantly better progress from their individual starting points than all pupils nationally. Leaders use additional government funding precisely and very well. Disadvantaged pupils make progress across the curriculum that at least matches that of other pupils nationally. The most able pupils achieve excellent results. This is because, across the curriculum, teachers provide consistently well for them. Leaders have skilfully developed a curriculum that interests and motivates pupils. Pupils have many opportunities to thrive socially and academically, irrespective of their prior ability. Pupils’ spiritual, moral, social and cultural development is excellent. Pupils understand and celebrate the diversity that exists within the school community with a maturity that is beyond their years. Leaders have developed a high-quality programme of impartial careers information, advice and guidance. Pupils are very well placed to make decisions about their futures. Pupils are polite, articulate and justifiably proud of their harmonious school. Governors are highly effective in checking the standard of education provided. They offer insightful challenge and support to senior and middle leaders. While many parents are very supportive of the school, a small number would welcome clearer communication about the school’s work and the decisions made by leaders.