Freman College

Name Freman College
Ofsted Inspection Rating Good
Inspection Date 12 November 2015
Address Bowling Green Lane, Buntingford, Hertfordshire, SG9 9BT
Phone Number 01763271818
Type Academy
Age Range 13-18
Religious Character None
Gender Mixed
Number of Pupils 948 (49% boys 51% girls)
Number of Pupils per Teacher 16.1
Local Authority Hertfordshire
Percentage Free School Meals 4.6%
Percentage English is Not First Language 2.5%
Persisitent Absence 7.6%
Pupils with SEN Support 18.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Freman College is slightly smaller than the average-sized secondary school. Students join the college from Year 9. The college does not make use of any alternative provision. The proportion of students who are disabled or who have special educational needs is below average. The proportion of students for whom the school receives the pupil premium is below average. This is additional government funding for students who are known to be eligible for free school meals and those in local authority care. The majority of students are White British. The number of students from minority ethnic backgrounds is below average, as is the proportion who speak English as an additional language. The college meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of students.

Summary of key findings for parents and pupils

This is a good school Strong leadership by the headteacher and her senior team has led to marked improvements since the last inspection. Outcomes have improved and in some cases these are outstanding. Highly effective governance is making a significant contribution to improving standards of education across the curriculum, particularly at Key Stage 4. Middle leaders are skilled at tracking progress and intervene swiftly if students are at risk of underachievement. This leads to rapid progress for these students. Students’ behaviour is exemplary. They respect their staff and their peers. This makes for a mature and harmonious learning environment. Students feel safe and well cared for; they develop greater self-belief as a result. Teachers plan lessons that are well matched to the needs of their students, enabling them to make good and, in some cases stronger progress. Students with disabilities and those who have special educational needs enjoy college life and make rapid progress. This is because their needs are very well provided for. Disadvantaged students make substantial progress due to the skilful academic and pastoral support that they receive. Provision for the spiritual, moral, social and cultural development of students is strong. Students are tolerant, reflective and acutely aware of their responsibilities as young citizens. The information, advice and guidance provided are strengths. As a result, very high numbers of students move on to the next appropriate stage of education, employment or training. It is not yet an outstanding school because : The progress made by some sixth-form students is not as strong as it could be, given their high starting points. Some teachers do not make use of effective questioning to enable students to make the higher levels of progress.