|Name||Frogmore Community College|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 June 2013|
|Address||Potley Hill Road, Yateley, Hampshire, GU46 6AG|
|Religious Character||Does not apply|
|Number of Pupils||678 (52% boys 48% girls)|
|Number of Pupils per Teacher||17.3|
|Percentage Free School Meals||9.5%|
|Percentage English is Not First Language||4.1%|
|Pupils with SEN Support||7.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized secondary school. The proportion of students supported through school action is above average. The proportion of students supported through school action plus, or with a statement of special educational needs, is broadly average. Most students are of White British heritage. Other students come from a wide range of ethnic backgrounds, with a small minority of Asian heritage students as the largest group. A much lower than average proportion of students is eligible for the pupil premium which provides additional funding for students in the care of the local authority, for students known to be eligible for free school meals and for those whose parents are in the armed services. A very small number of students receives part of their education at the local authority pupil referral unit. The school has a specialism in technology. The school meets the government’s current floor standards, which set the minimum expectations for students’ progress and attainment in English and mathematics, at the end of Year 11.
Summary of key findings for parents and pupils
This is a good school. Overall, students make good progress. The proportion of students achieving five GCSE grades A* to C, including English and mathematics, is consistently above average. Teaching is good in most subjects because : teachers plan well, set appropriate challenges and tasks that encourage active participation and enjoyment of learning. There are examples of outstanding teaching in English and mathematics. Students’ behaviour is good because the school promotes positive attitudes to learning and good working relationships between teachers and students. Students eligible for additional (pupil premium) funding make good progress because of the effective programmes that boost their learning. School leaders have a very clear view of the school’s strengths. Well focused plans have led to greatly improved achievement and teaching, aided by a finely tuned curriculum that provides an extensive range of academic and vocational options. Governors know the school well and are actively involved. They hold the school to account and provide a good balance of support and challenge. It is not yet an outstanding school because : Achievement in English, mathematics and science is not consistently high enough, especially for the most able, because in some lessons work set is not demanding enough. Teachers occasionally accept work that is not good enough and marking does not always give students sufficient guidance on how to improve their work.