Felpham Community College
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1409
AGES
11 - 18
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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Very Likely
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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
033 301 42903 033 301 42903

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(26/3/19)
Full Report - All Reports
60%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Felpham Way
Felpham
Bognor Regis
PO22 8EL
01243826511

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your principled leadership has ensured that pupils benefit from a well-rounded education and strong pastoral care. You and your highly effective leadership team are determined to provide high-quality education for all your pupils, regardless of their circumstances or ability. There is a stimulating and challenging ethos in the school, which enables pupils to make strong progress and achieve well. Morale is high at your inclusive school, and everyone shares your determination to provide the best for each pupil. Pupils continue to behave well at the school. Typically, they are kind and respectful towards each other and their teachers. There is a calm and purposeful atmosphere in lessons and during breaktimes. Inspectors saw pupils working hard in lessons and persevering with difficult topics. Most pupils present their work carefully and respond effectively to teachers’ guidance. The relatively new behaviour management system is well understood by pupils and staff alike and has brought about improvement in nearly all pupils’ behaviour. You are now working to improve the behaviour of the very small minority of pupils who find it difficult to conform to your high expectations. Pupils told inspectors that they enjoy school and appreciate the wide range of clubs and activities on offer. Most pupils attend regularly, and leaders are tenacious in supporting the few pupils whose attendance needs to improve. Leaders, including governors, ensure that pupils’ views are included in plans to improve the school. For example, pupils’ subject preferences have been included in the key stage 4 curriculum. As a result, the school has deservedly been awarded the ‘Rights Respecting Schools Gold Award’. A pupil, voicing the opinions of a group of pupils, said, ‘This is a really good place to learn. The teachers are really nice people and always willing to help.’ Since the last inspection, leaders have developed meticulous systems to track pupils’ progress at key stages 3 and 4. This ensures that any pupil at risk of falling behind is quickly spotted. A wide range of effective additional help is then provided to help pupils until their progress matches the strong rates of progress of other pupils in the school with similar starting points. You are now rightly introducing the same careful monitoring of students’ progress in the sixth form. However, your focus goes beyond ensuring that pupils leave with good examination results. Pupils’ personal development and well-being, including their mental health, have a high priority and are well provided for at your school. Leaders monitor the quality of teaching carefully and check how well it contributes to strong progress. You, together with senior leaders and governors, have an accurate view of the many strengths of the school and where improvement is possible. For example, you know that most pupils continue to make strong progress in mathematics and science. You also recognise that further improvement is possible in geography and history. Parents and carers speak highly of the school, and most parents who responded to Ofsted’s online questionnaire, Parent View, said that they would recommend the school to other parents. Parents commented that teachers help their children settle into the school quickly, so that they enjoy school. Governors provide strong challenge and support to you and other leaders. They visit the school regularly, meet with groups of pupils and analyse pupils’ achievement thoroughly. As a result, they have a very good understanding of the school’s many strengths and where further improvement is possible, such as the progress students make in the sixth form. Governors share with you a desire to listen carefully to the views of pupils. They take a professional and reflective approach to their roles. For example, they evaluate the effectiveness of their work and ensure that governors are appropriately trained. Safeguarding is effective. Governors and the leadership team ensure that safeguarding arrangements are fit for purpose and meet statutory requirements. Records are detailed, up to date and of a high quality. Before appointing staff, leaders rigorously carry out all the required employment checks. All staff and governors are trained effectively on how to keep pupils safe from abuse, sexual exploitation, radicalisation and extremism. A dedicated and highly skilled team of staff work with determination and sensitivity alongside pupils, parents and external agencies to support pupils whose circumstances make them vulnerable. All staff closely monitor their welfare.

Felpham Community College Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 50% Agree 41% Disagree 6% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>50, "agree"=>41, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 332 responses up to 27-03-2019
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Figures based on 332 responses up to 27-03-2019

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Figures based on 332 responses up to 27-03-2019

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Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

unlock

Figures based on 332 responses up to 27-03-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
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