|Name||Parkside Community College|
|Ofsted Inspection Rating||Outstanding|
|Address||Parkside, Cambridge, CB1 1EH|
|Number of Pupils||713 (46.3% boys 53.7% girls)|
|Number of Pupils per Teacher||14.0|
|Academy Sponsor||United Learning Trust|
|Percentage Free School Meals||11.2%|
|Percentage English is Not First Language||34.4%|
|Pupils with SEN Support||18.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 March 2017)
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
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school converted to become an academy in April 2011 and introduced sixth-form provision in September of the same year. It is smaller than the average-sized secondary school and most pupils are of White British heritage. The proportion of pupils known to speak English as an additional language is broadly average. The proportion of pupils who have special educational needs and/or disabilities is average. The school does not use alternative provision. The proportion of pupils for whom the school receives the pupil premium funding is below average. The school meets the current government floor standards, which set the minimum expectations for the attainment and progress of pupils in English and mathematics by the end of Year 11.
Summary of key findings for parents and pupils
This is an outstanding school In a culture of inclusive learning, the headteacher, governors and senior leaders demonstrate an unwavering commitment to securing the best possible outcomes for all pupils. Pupils, including the most able and those who have special educational needs and/or disabilities, make exceptional progress between Years 7 and 11. Disadvantaged pupils achieve very well in comparison to other non-disadvantaged pupils nationally. High-quality teaching and effective interventions ensure that pupils make strong and sustained progress over time. Knowledgeable teachers promote high expectations in a typically calm atmosphere of trust and mutual respect. Teachers know their pupils well. The very good working relationships they establish with their pupils make an important contribution to the positive attitudes to learning seen in the school. Senior leaders have an incisive and accurate view of the strengths and weaknesses of the school’s performance. As a result, improvement planning is swift and effective. A broad and balanced curriculum combines with a carefully considered programme of enrichment to ensure that pupils develop strong spiritual, moral, social and cultural awareness during their time in the school. The wide-ranging skills of governors and the trust are deployed very effectively in holding school leaders to account for pupils’ progress. Pupils behave well and enjoy coming to school. High expectations of pupils’ personal development and conduct, alongside academic performance, are well promoted by staff at all levels. Pupils build strong foundations for future progression to the next stage of their education and/or training. As confident learners, they are well prepared to take the step to the next level. The leadership of safeguarding in the school is vigilant and well embedded in an open culture that is committed to keeping pupils safe. The effectiveness of the implementation of 16 to 19 study programmes is good. Progress in the sixth form is not yet as strong as it is for pupils at the end of key stage 4.