|Ofsted Inspection Rating||Good|
|Address||Church Lane, Corley, Coventry, CV7 8AZ|
|Religious Character||Does Not Apply|
|Number of Pupils||110 (79.1% boys 20.9% girls)|
|Percentage Free School Meals||45.4%|
|Percentage English is Not First Language||3.1%|
|Pupils with SEN Support||0%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (15 October 2013)
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Information about this school
The Corley Centre educates students mainly from the City of Coventry with some from Warwickshire and Solihull. All students have a statement of special educational needs and have a diagnosis of autistic spectrum disorder (ASD). They may also have associated mental health, behavioural difficulties and some additional moderate learning needs. At the last inspection not all students had an autistic diagnosis. The residential provision closed in 2012. The headteacher and deputy headteacher took up their present positions in 2012. The proportion of students receiving the pupil premium funding is above average. The pupil premium is additional funding provided for students in this school who have free school meals or who are looked after by the local authority. Year 7 pupils also receive catch-up funding. Most of the students are boys with a large majority being White British. The school manages the Coventry Autism Support Service (CASS) on behalf of the local authority. This service supports pupils in other schools in the City of Coventry and its teachers do not teach in this school. The school does not use any form of alternative provision for its students. However, the school commissions Grapevine to work with identified individual students on personal planning for their future. This is a charity that provides advocacy and support for students with learning disabilities.
Summary of key findings for parents and pupils
This is a good school. The Corley Centre is a good and improving school. Students make good progress relative to their starting points and additional needs. The headteacher leads the school well. She has a clear vision for the school and has involved all stakeholders in planning for the future. Senior leaders and governors share her drive for improvement. Teaching has many strengths, especially in the use of personal learning targets to promote students’ learning. Leaders have worked very effectively to improve the quality of learning through training and support for staff. Students enjoy the wide range of work-related learning placements that help them to apply their learning, social and communication skills. Students enjoy their lessons and are usually clear about what they need to learn next. Student behaviour is good and improving. Safety has a high priority in the school. Systems and approaches for enabling students to improve their conduct help them to settle down and enjoy their lessons. The overall effectiveness of the sixth form is good. It provides students with an appropriate balance of skills for life, work-related learning activities and appropriate academic qualifications. Governance is strong. The governing body has a good understanding of the school and governors have worked closely with the headteacher to bring about recent improvements. It is not yet an outstanding school because : While the vast majority teaching is good, not enough is outstanding. Students do not have sufficient opportunities to work alongside one another or develop independent research and questioning skills. The school does not make full use its very thorough analysis of data to ensure that all students make the best progress they can. Attendance is low.