Coundon Court

Name Coundon Court
Ofsted Inspection Rating Good
Address Northbrook Road, Coventry, CV6 2AJ
Phone Number 02476335121
Type Academy
Age Range 11-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1702 (48.9% boys 51.1% girls)
Number of Pupils per Teacher 16.5
Academy Sponsor Coundon Court
Local Authority Coventry
Percentage Free School Meals 13%
Percentage English is Not First Language 15.6%
Persisitent Absence 12.9%
Pupils with SEN Support 13.1%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (22 November 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. Coundon Court is a much larger than average secondary school and has a sixth form. It has held academy status since 2012. The majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is average. The proportion who speak English as an additional language is slightly above average. The proportion of pupils who have special educational needs and/or disabilities is average. The proportion of pupils who are eligible for support through the pupil premium is below the national average. In 2015, the school met the government’s floor standards, which set out the minimum expectations for pupils’ attainment and progress. The school places pupils who may require additional support on alternative provision at Wyken Extended Learning Centre ran by Coventry local authority.

Summary of key findings for parents and pupils

This is a good school The headteacher provides strong and effective leadership. He has driven forward improvements in all aspects of the education that the school provides with great determination. An effective senior leadership team supports him well. Governors are passionate about improving the school. They have a clear understanding of how the school is doing. They have a wide range of skills that make them very effective in supporting leaders and holding them to account. The quality of teaching, learning and assessment keeps on improving. The vast majority of teachers and other adults who work at the school share the ambition of leaders and governors for pupils’ high achievement. The school has made significant improvements since the last inspection. As a result, all pupils, including disadvantaged pupils and pupils who have special educational needs and/or disabilities, make good progress from their starting points. Staff match provision for the most vulnerable pupils well to their specific needs. The proportion of most-able pupils who attain the highest grades at key stage 4 is increasing thanks to the school’s focus on the attainment of these pupils. Provision for pupils’ spiritual, moral, social and cultural development is very effective. As a result, pupils have a clear understanding of what is right and wrong and show respect and tolerance for the beliefs of others. The vast majority of pupils respond positively to the new behaviour policy, and behaviour in the school is improving rapidly. Most pupils behave well and are appreciative of the many opportunities that the school offers. They feel safe in school and know how to keep themselves safe in a range of situations. Attendance is improving thanks to strong actions taken by leaders. Learners enrolled in 16–19 study programmes make good progress and are well prepared for the next stage in their education, employment or training. In some subjects, middle leaders do not consistently check the use of assessment and feedback to help pupils improve their work. A small minority of pupils, especially in key stage 4, find it difficult to adjust to the new standards of behaviour set by senior leaders. In a few cases, these pupils would benefit from firmer interventions from teachers to ensure that they comply with the school’s expectations.