|Name||Colmers School and Sixth Form College|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 January 2018|
|Address||Bristol Road South, Rednal, Birmingham, West Midlands, B45 9NY|
|Number of Pupils||1108 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.5|
|Percentage Free School Meals||25.5%|
|Percentage English is Not First Language||3.2%|
Information about this school
Colmers is a medium-sized secondary school with a small sixth form. The proportion of disadvantaged pupils in the school is well above the national average, as is the proportion of pupils who have SEN and/or disabilities. The school has a separate sixth-form centre on site. ‘The Bridge’, a separate block for key stage 3 pupils, opened recently on the school site. The school has a small number of pupils in alternative provision at Bournville College, Southside Construction and Bridging Skills. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 11.
Summary of key findings for parents and pupils
This is a good school Leaders in the school are highly reflective, honest and driven. They make bold decisions to make sure that all pupils make progress, regardless of their background. Following disappointing English and mathematics results in 2017, across a range of subjects, including English and mathematics, current pupils make good progress. Progress in science has improved markedly. Leaders have designed a new ‘Bridge’ curriculum for Years 7 and 8. This curriculum is having a positive impact on pupils’ progress. Governors support and challenge leaders effectively. They make sure that leaders have the resources required to meet pupils’ needs. While improving, disadvantaged pupils’ progress is below that of other pupils nationally with similar starting points. A small number of pupils find it difficult to meet the school’s high expectations of behaviour. The sixth form offers a high-quality experience to post-16 students. Many go to university after Year 13 and embark on a range of exciting courses. Pupils’ behaviour around the school and in lessons is generally good. Relationships between teachers and pupils are strong. Fixed-term exclusions are above the national average but are effective in improving pupils’ behaviour. Pupils’ attendance is in line with the national average. Persistent absence is decreasing but is higher than the national average. Leaders have introduced a new assessment system which is effectively improving teaching. Consequently, teachers match work to pupils’ needs more consistently. Sometimes, leaders’ tracking of the impact of their interventions is not as sharp as it needs to be.