Churchill Community College in Wallsend, Tyne and Wear, has recently undergone an inspection that revealed significant concerns regarding its overall effectiveness, which has been rated as inadequate. The quality of education provided to pupils has also been deemed inadequate, marking a dramatic decline in standards since the previous inspection, which rated the school as good. The governing body has been criticized for not acting swiftly enough to address the deep-rooted weaknesses within the school. Although new senior leaders have been appointed and some improvements have been noted, their impact remains limited as these changes are still in the early stages.
The curriculum at Churchill Community College lacks ambition in certain areas, and teaching practices do not effectively support pupils in learning the material presented to them. Consequently, many students do not develop a strong understanding of their subjects, leading to poor achievement in national assessments. While there has been a recent improvement in pupil behavior, with a significant reduction in suspensions, low-level disruptions continue to interrupt lessons. Some teachers fail to apply the school’s behavior policy consistently, which contributes to a disjointed learning experience for students.
Pupils generally feel safe at school and have access to trusted adults for support. The school’s careers program is well-developed, providing essential information about future educational and employment opportunities. However, the quality of personal development varies, particularly for students in the sixth form. Recent efforts to address curriculum weaknesses have not been timely enough, and the day-to-day experiences of pupils remain inadequate. Although leaders have identified key content for most subjects, teachers often do not employ effective strategies to ensure that pupils grasp the material before moving on to new topics, resulting in significant gaps in knowledge.
Students in the sixth form report enjoying their time at the college and appreciate the relationships they have built with staff. Teaching in some subjects is stronger, and students are beginning to retain more of what they learn. However, gaps in knowledge from earlier years still affect their overall achievement. Pupils with special educational needs and disabilities receive some support, but the strategies in place are not always tailored to their individual needs, limiting their access to the curriculum.
The school has made strides in improving attendance, particularly in the sixth form, but persistent absenteeism remains a concern, especially among disadvantaged pupils and those with special educational needs. The school’s approach to personal development has not been sufficiently prioritized, leading to gaps in knowledge for some pupils, including those in the sixth form. Although the curriculum has been revised to meet statutory obligations, the quality of teaching in this area varies and does not build on prior knowledge effectively.
Governance at the school has been identified as weak, with governors failing to provide adequate support and challenge to school leaders. The improvements made have been slow to implement, and there is a pressing need for governors to receive relevant training to enhance their oversight capabilities. Overall, the inspection highlights a pressing need for the school to address its fundamental weaknesses and improve the educational experience for its pupils. The school must act decisively to ensure that all students receive a high-quality education that prepares them for their future.
