|Name||Robertsbridge Community College|
|Ofsted Inspection Rating||Good|
|Address||Knelle Road, Robertsbridge, TN32 5EA|
|Religious Character||Does Not Apply|
|Number of Pupils||721 (56.4% boys 43.6% girls)|
|Number of Pupils per Teacher||19.8|
|Local Authority||East Sussex|
|Percentage Free School Meals||12.2%|
|Percentage English is Not First Language||1.2%|
|Pupils with SEN Support||4.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (24 April 2013)
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Information about this school
Robertsbridge Community College is smaller than the average secondary school. The school has specialisms in mathematics and computing. The proportion of students known to be eligible for free school meals is below average. The proportion of students eligible for the pupil premium, which provides additional funding for students known to be eligible for free school meals, looked after children and children from service families, is also below average. 13 students are eligible for catch-up funding, which is for Year 7 students who did not attain Level 4 in English at the end of primary school. The proportion of students who have special educational needs and receive support through school action is higher than average. The proportion of disabled students and those on the school action plus programme, or with a statment of special educational needs, is average. Most students are of White British heritage. The proportion of students who are from minority ethnic backgrounds and the proportion who speak English as an additional language are well below national averages. A very small number of Key Stage 4 pupils receive part of their eduation off-site through various providers, including South Coast College Hastings, Plumpton College, Bexhill Skills Centre and Bexhill College. The school exceeds the government’s current floor standards which set the mimimum expectations for students’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. From their starting points, students make good and often very good progress so that they achieve well in their GCSEs, and exceptionally well in mathematics. The school is a close-knit, friendly community, in which everyone shares its values of respect and responsibility. Students are very proud of the school. Teaching is at least good and sometimes outstanding. Teachers make lessons interesting and enjoyable. Students who need extra help to catch up are given effective support. As a result, gaps in attainment between different groups of students are closing. Almost all groups achieve well. The leadership team has worked, successfully in most subjects, to raise standards by improving the quality of teaching and learning. It has a good knowledge of students’ starting points and the progress they make. Achievement is improving as a result, and students are well prepared for the next stage of their lives. Students behave very well, enjoy school and feel safe. They say that bullying is rare but know exactly what to do if it should occur. Their attendance is good and they are keen to learn. The newly reconstituted board of governors has a clear oversight of the school’s work, and an accurate understanding of how well it is doing and what needs improving. It is not yet an outstanding school because : Achievement in a few subject areas, including geography and languages, is not as strong as that in other subjects. Written advice from some teachers is not as good as it could be, so students do not always know what to do to improve. Teachers do not always make sure that students respond to their marking. Teachers do not always use their marking and assessment to plan lessons that enable all students to make the best progress possible.