|Name||Felpham Community College|
|Ofsted Inspection Rating||Good|
|Address||Felpham Way, Felpham, Bognor Regis, PO22 8EL|
|Religious Character||Does Not Apply|
|Number of Pupils||1409 (50.2% boys 49.8% girls)|
|Number of Pupils per Teacher||18.3|
|Local Authority||West Sussex|
|Percentage Free School Meals||12.3%|
|Percentage English is Not First Language||10.1%|
|Pupils with SEN Support||12.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 January 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
Felpham Community College is a much larger than average secondary school. The vast majority of pupils are White British and speak English as their first language. The proportion of pupils eligible for pupil premium (additional state funding) is below the national average. Some pupils are eligible for the Year 7 catch-up premium. The proportion of pupils who are disabled or have special educational needs is above the national average. The proportion with a statement of special educational needs or education, health and care plan is low. A very small number of pupils in Key Stage 4 attend Chichester College as alternative provision to follow vocational courses. Felpham Community College is not supported by either national leaders of education or specialist leaders of education. It does not provide support to any other schools locally. The school meets current government floor standards, which set the minimum expectations for attainment and progress.
Summary of key findings for parents and pupils
This is a good school Strong leadership from the headteacher and his senior team have brought about significant improvements to key aspects of the school, including pupils’ outcomes, since the last inspection. Middle leaders are sharply focused on improving the quality of pupils’ learning in their subject areas. This drives improvements strongly. Teaching is consistently good. Leaders at all levels work well together to foster an ethos of continual improvement; staff are held to account, and a wide range of effective training is provided. Positive relationships between teachers and pupils underpin engaging and effective learning. Pupils achieve well in English and mathematics and across a range of other subjects. Gaps in achievement among different groups of pupils currently at the school are closing rapidly. The progress made by disadvantaged pupils is better than in the past. The curriculum is effective in all key stages and provides good opportunities for pupils’ personal, social and academic development. Parents and their children are justly proud of the school. They recognise that it is a warm and caring place where pupils thrive. Teachers know their sixth formers well and design engaging lessons to meet their needs. As a result, achievement in the sixth form is good. Sixth formers make a positive contribution through whole-school leadership positions and by acting as role models for younger pupils. It is not yet an outstanding school because : Occasionally, teachers do not challenge pupils sufficiently, which means that they do not make really rapid progress. Although they are closing, some gaps remain between the achievement of disadvantaged pupils and others. While leaders track pupils’ progress in Key Stage 4 in great detail, including the progress of pupils in different groups, this is not as reliable or rigorous in either Key Stage 3 or the sixth form.