|Name||Kimberley 16 - 19 Stem College|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 January 2017|
|Address||Green Lane, Stewartby, Bedford, Bedfordshire, MK43 9LY|
|Number of Pupils||517 (45% boys 55% girls)|
|Academy Sponsor||Wootton Academy Trust|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||10.4%|
|Pupils with SEN Support||5.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the provider
Kimberley College is a small 16 to 19 academy specialising in science, technology, engineering and mathematics (STEM). It opened as a free school in September 2013 and is operated by Wootton Academy Trust, a multi-academy trust. Most students study at the Stewartby campus, Bedford; the remainder, who are enrolled on arts-based programmes, study at the trust’s other school, Wootton Upper School. The college offers provision in 11 subject areas. Approximately one third of students follow a STEM-based programme of study including science and mathematics, which has the largest student numbers. The majority of remaining students follow humanities-based subjects. Nearly all of the current 380 students are aged 16 to 18 and are enrolled on study programmes. The large majority of students study AS- and A-level subjects, with the remainder on vocational level 3 programmes. Most students have achieved A* to C grades in English and mathematics prior to starting at the college.
Summary of key findings
This is a good provider Directors, leaders and managers have taken effective action to improve the quality of provision so that the large majority of students make at least good progress. Teachers have high expectations for students; the standards of teaching, learning and assessment are good. Students’ behaviour, attendance and attitude toward their studies are exemplary. Students quickly improve their levels of maturity and confidence, and rapidly increase their subject knowledge, which enables the large majority of students to excel. The large majority of teachers assess students’ progress expertly and provide detailed feedback that enables students to improve rapidly. The quality of teaching, learning and assessment in a small minority of subject areas is not yet consistently effective. A small minority of vocational level 3 students in 2015/16 were not challenged sufficiently and as a result they only achieved the subsidiary diploma and not the extended diploma of which they were capable. Nearly all students progress to higher levels of learning or training when they complete their studies. A large majority progress to their first choice of university. Good careers advice and guidance enable students to make informed choices about their next steps. The proportion of students who achieve their qualifications is high; the large majority attain high grades. Directors, leaders and managers have designed a carefully focused curriculum that is responsive to local and national economic priorities and meets the ambitions of students well. Students develop their independent research and analysis skills well. Leaders’ summary evaluation of the quality of provision does not clearly identify the colleges’ strengths and weaknesses and lacks sufficient detail or precision to inform future actions. Leaders’ quality improvement plans do not contain sufficient detail on how improvements will be made or how progress will be measured.