Thomas Estley Community College

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders and governors have successfully and effectively managed the introduction of a key stage and the significant growth of the school.

Leaders are aspirational both for pupils and for staff. They know the school's strengths and weaknesses well and have clear plans for improvement. The quality of teaching is good.

Most teachers use strong subject knowledge to plan learning that challenges pupils. Leaders have taken decisive action to improve pupils' behaviour. Most pupils behave well.

Pupils' progress in mathematics is consistently strong. Current pupils are making good progress in English. Current pupils with special education... needs and/or disabilities (SEND) are making good progress.

Disadvantaged pupils' progress is improving across most year groups. Leaders and governors do not thoroughly evaluate the impact of additional government funding for disadvantaged pupils on these pupils' progress. Overall, pupils' attendance is above the national average.

However, some disadvantaged pupils are too often absent. Some safeguarding records are not as precise, accurate or detailed as they should be. In each year group, pupils have a wide range of opportunities to nurture their leadership skills and develop their character.

Leaders provide a comprehensive and well-planned careers programme that raises pupils' aspirations. Leaders have ensured that pupils' spiritual, moral, social and cultural development is promoted well throughout the school. Where necessary, leaders make effective use of alternative providers to meet pupils' individual needs.

The school is inclusive, providing for all pupils' needs and promoting a culture of tolerance and equality. The impact of subject leaders' work in improving the quality of teaching and learning is inconsistent. Some teachers do not provide pupils with clear guidance as to how they can improve their work.

When teachers do not plan learning that is interesting, some boys become disengaged and distracted. Some teachers do not have consistently high expectations of the presentation of pupils' work. They do not always insist on pupils using spelling, punctuation and grammar accurately.

Information about this school

The school is smaller than the average-sized secondary school. The school converted to academy status in March 2012. In September 2016, the school became part of the Success Academies Trust.

The school's principal is also an academy trustee. The school is a teaching school within TELA. The principal took up the position in September 2016, having previously been the vice principal and the director of the teaching school.

At the same time, two new vice principals were appointed. Since then, an assistant principal and a senior leader have been added to the senior leadership team. The number of pupils on the school's roll has increased significantly due to the addition of a key stage 4 phase in September 2016.

In August 2018, the school received its first set of key stage 4 examination results. The proportion of disadvantaged pupils is below average. The large majority of pupils are of White British heritage.

The proportion of pupils who speak English as an additional language is well below average. The proportion of pupils with SEND is just below average. The school has received informal support from several local secondary schools within TELA as it has gone through its age-range change.

The school shares a site with Birkett House Special School. Pupils from the special school attend some lessons in school and use the school's facilities during social times. The school currently uses the following alternative providers: Willow Bank Day School; Autism Outreach Service; Enstruct; and the South Leicestershire Behaviour Partnership.

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