Fullhurst Community College

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About Fullhurst Community College

Name Fullhurst Community College
Ofsted Inspections
Headteacher Mrs Christina Bailey
Address Imperial Avenue, Leicester, LE3 1AH
Phone Number 01162824326
Phase Secondary
Type Foundation school
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 1517
Local Authority Leicester
Highlights from Latest Inspection

What is it like to attend this school?

The vast majority of pupils are happy to attend Fullhurst Community College.

They show positive attitudes to learning. Pupils understand the school values: respect, kindness, determination and unity. These values underpin the strong relationships pupils have with staff and each other.

Pupils respect diversity.

Pupils feel safe in the school. They know who they can talk to if they need help and trust staff to resolve issues quickly.

Pupils value the support the school gives them to maintain good mental health and well-being.

The dedicated staff at the school have worked hard to create an inclusive culture. They are ambitious for all pupils....r/>
This includes those with special educational needs and/or disabilities (SEND). All pupils have opportunities to achieve their aspirations. Pupils with complex needs in the specially resourced provision for pupils with SEND (specially resourced provision) receive excellent support from well-trained staff.

Through 'The Fullhurst Pledge', the school provides all pupils with a range of enrichment activities. These include opportunities to experience the arts and a variety of trips and visits. Pupils take part in community and charity activities.

The school prepares pupils well for their next steps in education and future careers.

What does the school do well and what does it need to do better?

The school has planned an ambitious curriculum to meet the needs of all pupils. Pupils in key stage 3 enjoy a full range of subjects.

At key stage 4, pupils choose from a broad selection of academic and vocational courses. This includes the subjects that make up the English Baccalaureate. The school adapts the curriculum for pupils with SEND to make sure that it meets their needs.

Pupils in the specially resourced provision have opportunities to benefit from the curriculum in full. In all subjects, the curriculum identifies what pupils need to learn and when. This helps pupils build knowledge over time.

The school makes sure that all pupils are able to access the curriculum. When pupils join the school in Year 7, staff quickly identify where they have many gaps in their understanding and address these quickly. Staff provide good support for pupils who need extra help with reading.

In lessons, teachers deliver new knowledge clearly. They provide well-planned activities for pupils to practise. Pupils work hard in lessons.

Teachers regularly check what pupils can remember. They address misconceptions quickly. Pupils achieve well.

They remember what they have learned.

There is a well-planned curriculum for personal, social and health education (PSHE) to support pupils' wider development. Pupils know how to keep themselves safe and healthy.

They learn about staying safe online and how to form healthy relationships. Pupils learn about British values, equality and protected characteristics but they do not gain a deep enough understanding of these important topics. The school has identified this and revised the teaching of these topics so that all pupils will be well prepared for their lives in modern Britain.

The school provides pupils with opportunities to pursue their interests in a range of sports and creative pursuits.

The school has high expectations for pupils' behaviour. Most pupils behave well in lessons and around school.

A small number of pupils do not behave as well as they should. These pupils sometimes disrupt the learning of others. The school has planned a system of consequences for pupils who do not follow routines.

This system is not yet embedded fully. Staff do not always apply consequences consistently. The school has recognised this.

Leaders have begun to provide effective training and support to help staff deal with poor behaviour. Pupils who struggle to regulate their own behaviour receive good support. Most pupils attend school well.

The school identifies pupils who do not attend as often as they should. There is a well-planned range of strategies to support these pupils to improve their attendance.

Staff are proud to work at the school.

They are happy and appreciate the support they get from the school to develop their knowledge and skills.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The PSHE curriculum is not yet fully embedded.

Pupils do not have a deep enough understanding of some important themes such as British values and protected characteristics. The school needs to make sure that all pupils gain the knowledge they need to be well prepared for their lives in modern Britain. ? Not all staff consistently apply the school's behaviour policy.

Some incidents of poor behaviour are not addressed effectively. Pupils are not always clear about what the routines are that they need to follow. The school needs to ensure that behaviour is managed consistently well so that all pupils learn to follow routines and disruptions to learning are minimised.

Also at this postcode
Imperial Avenue Infant School

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