Frome Community College
Catchment Area, Reviews and Key Information

Secondary
Post 16
School Guide Rating
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Bath Road
Frome
BA11 2HQ
01373465353
Pupils
1153
Ages
13 - 18
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(24/4/18)
Full Report - All Reports
61%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your post in September 2017, you have made substantial improvements to the leadership and management of the school. You restructured the leadership team. Leaders’ responsibilities are clear and they align closely with the school’s improvement priorities. You bring direct and purposeful leadership. This has improved communication between staff within the school and maintained good staff morale, even though there have been several redundancies in recent years. Pupils’ progress, measured across eight GCSE subjects, was around the national average in 2017. The most able pupils’ progress was above average and these pupils continue to make strong progress this year. Pupils receive good support from their teachers. Teachers know their pupils well and provide individualised help for them. For example, pupils are offered extra revision activities in many subjects. You have ensured that teachers’ expectations of pupils’ conduct are high. Pupils’ behaviour around the school and in lessons is generally good. The number of fixedterm exclusions has fallen significantly since September. At the previous inspection, the school was asked to improve several aspects of the sixth form. Leaders have been successful in some of these areas. For example, students take responsibility for their learning and use their study time effectively. Students’ academic progress rose quickly and was well above the national average in 2016. However, last year it fell back, and you recognise this as an urgent priority for improvement. The school was also asked to improve teachers’ use of assessment information so that teaching is focused on clear, suitably challenging objectives. The school has achieved improvements in teaching, and you have built on these to further improve teachers’ ability to assess pupils’ attainment accurately. Although the majority of pupils make strong progress, disadvantaged pupils’ progress has been weak in recent years. The school’s use of additional funding for this group has not had enough impact on their learning. You have raised teachers’ expectations of these pupils and so most, but not all, are now making better progress. The least able pupils’ progress was below average in GCSE English last year. You have taken action to improve these pupils’ achievement in English. This has been successful for most pupils. However, you accept that many Year 9 pupils need to improve their literacy skills. Safeguarding is effective. The leadership team ensures that all safeguarding arrangements are fit for purpose and records are suitably detailed. Senior leaders’ work is effective because they know the needs of pupils and their families. For example, their efforts to improve the attendance of pupils from the traveller community have been successful, because staff have taken the time to understand these pupils’ needs. Senior leaders are continually seeking improvements to safeguarding procedures. For example, they have introduced identity lanyards for sixth-form students. Senior leaders communicate well with other agencies, such as the police, and so pupils receive the support they need quickly at times of crisis. Pupils and sixth-form students feel safe. They say that they are listened to by staff and so feel settled and happy at school. They say that bullying of any sort is rare, but it is dealt with well by staff if it does happen. Most parents and carers who responded to the Parent View survey agree. Pupils receive suitable guidance on the risks they face, such as the risks of using social media, through regular assemblies and other activities. Senior leaders promote clear messages about safeguarding. Posters around the school remind all pupils and staff how to get help or raise concerns if they are worried about the welfare of a pupil. Staff receive suitable training, and regular briefings ensure that a vigilant culture is maintained. A new chair of the governing body was appointed in September 2017. The governing body has reorganised its working practices since that time. The current committee structure allows efficient oversight of key areas of the school’s work. As a result, governors have a good understanding of the strengths and weaknesses of the school’s performance, and you and senior leaders are held to account effectively. For example, governors are forthright in challenging senior leaders over the rates of attendance and the progress of particular groups of pupils.

Frome Community College Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0845 456 4038

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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