Impington Village College A GSG School Review

What The Good Schools Guide says

Principal

Since 2020, Victoria Hearn, originally appointed as assistant principal in 2014, becoming deputy principal 2016. Studied history at Durham and did a PGCE at Oxford followed by a first teaching post in Abingdon before coming to Impington. A dedicated advocate of the school’s adoption of the IB: ‘Its philosophy is what education should be all about, helping pupils understand their place in the world, to be articulate and to have achieved the very best they possibly can.’

She is determined to offer that breadth of opportunity to everyone, regardless of ability and not in a selective setting. ‘You shouldn’t need to go to a private school to get amazing educational opportunity.’ Staff tell us, ‘She always listens to suggestions and wants to give things a try.’ ‘Knock on the door and ask!’ As she herself admits, ‘I’m a risk taker.’ Her personal interest in timetabling comes in handy. ‘Let’s see if we can make it work,’ is her likely response to a new idea and she also sees to it that there is space in the week for departmental and senior staff discussion about future plans. She is equally accessible to parents: ‘I emailed her about my son and she made an appointment straight away.’ ‘She’s an honest person, she listens and doesn’t get defensive,’ and another said, ‘She knew my daughter by name and wrote her a letter after she sang at a concert.’

Her accessibility as a head (her study opens directly off the main thoroughfare, known as the Prom) is all the more remarkable considering she is also executive head within the academy trust that includes a primary and special school close to Impington. There is nothing corporate about her style, which is very friendly and approachable, and she was completely at ease with chance encounters with pupils during our visit. Her energy is formidable, so how does she switch off? ‘No, I’m not one of those up for a run before six every morning,’ she says, and as she is married (her husband is a GP) and has a young, school-aged daughter, her time away from school is fully occupied. ‘Travel is my main form of relaxation,’ she says. Travel does not mean two weeks on a beach somewhere but Uzbekistan, South Korea and Brazil – accompanied by her family. ‘My daughter has visited 19 countries in five years and that includes the Covid years.’

Entrance

At 11 from local primary schools in Histon and Impington and the surrounding villages. Increasingly oversubscribed. Entry to the sixth form is more complicated. For the Diploma Programme you need at least seven GCSEs with an average of 6 (including English language and maths) or a total of at least 28 points with a grade 3 or higher in each IB Middle Years Programme eAssessment; for subjects taken at a higher level, ideally at least a GCSE grade 7. For the IB Career-related Programme you need at least five GCSE with an average of grade 5 or higher (including at least a 4 in English language and maths and preferably with a 5 in your area of specialism).

Exit

Historically, around a quarter have left after GCSEs, but in 2023 and 2024 they lost more than 90 per cent – school says that because it’s an IB school, ‘retention is challenging and we lose many students to other local sixth forms who offer A levels.’ Some head off to do vocational subjects and a handful go into apprenticeships. The remainder are joined by local and national students along with an international contingent despite the challenges of Brexit. As expected, these leavers spread far and wide. The majority to university, with destinations including York, Sheffield, Durham, Cardiff, Exeter, Hartpury and UCFB. Overseas destinations also popular – recently to Germany, Italy, Spain and Finland. One to Oxbridge in 2024, but no medics. Subjects range from the arts to economics, maths, and sciences, with law also popular. Many of the Careers Programme students head to study at prestigious theatre schools, and footballers often obtain soccer scholarships in the USA. A few go straight to employment, over 10 per cent take gap years.

Latest results

In 2024, 41 per cent 9-7 at GCSE; 79 per cent 9-4 in both maths and English. Average IB score 33. In 2023, 41 per cent 9-7 at GCSE; 78 per cent 9-4 in both maths and English. Average IB score 34.

Teaching and learning

As a non-selective school with a broad intake that includes 10 per cent with SEN, results are impressive. Parents praise the quality of teaching: ‘Outstanding, they really care about each individual child.’ ‘My child was anxious before an exam and the head of house accompanied her to the exam hall.’ ‘They bother to find out what pupils are really good at and encourage them.’ ‘Not hung up on a formal diagnosis before making a plan to find what works for a particular child.’

School very committed to principles of the IB and these are introduced in years 7, 8 and 9 before returning to the GCSE structure for the next two years. The sixth form have their own building with common room, study spaces and kitchen, but lessons usually take place within the main school. Though most international students have competent English to start, they are given the necessary support to do the full IB – most being awarded the bilingual qualification which means taking all subjects in English, not their mother tongue.

Consistently among the top-performing non-selective schools in the country and most pupils take at least 10 GCSEs including a minimum of one foreign language chosen from French, Latin, German, Spanish, Italian and Mandarin. Languages are introduced in year 7 and most study a minimum of two (one of which must be French or Spanish) throughout. ‘It is great having international students – it really helped me with my German accent!’ one sixth former mentioned, and we witnessed a Spanish GCSE lesson conducted in Spanish. Incredible programme of trips and exchanges abroad support language learning as well as the outward-looking ethos of the school.

Setting for maths and English and some other subjects but there is no blanket policy: ‘We always make decisions based on the needs of a particular year group.’ Around a third take triple science. Though class sizes are usually 30 (smaller for some sets), as pupils are a highly motivated bunch this does not seem to affect the learning process at all. We noticed pupils were attentive and despite many classroom doors being left open, there was minimal noise. Teaching is via a mix of whiteboard, computers and taking notes in exercise books. Homework is kept to a minimum in years 7 and 8 to allow pupils to attend clubs and pursue interests. It builds in the higher forms but, ‘We don’t set work for the sake of it. It must be purposeful.’ Study and research skills are built in to the curriculum and pupils are ready for the changes at IB and later, at university stage.

‘We prioritise the quality of our staff. Buildings may look tired but we think money, always in short supply, should go on attracting and keeping the right people.’ The two-week timetable allows for staff to have 20 per cent of their time as non-contact time (double what is the case in many schools) and staff repay this consideration by their hard-working loyalty to the school – the principal herself being just one example. At any time, the school has around 30 training teachers on the staff (PGCE placements and other schemes) and some of these take up permanent posts at Impington. As a Cambridge school, word of mouth recommendations are also frequent.

Learning support and SEN

The ethos of the school is to make a broad education available to all, and over a quarter have a special educational need, some with a significant and complex need. One hundred and twenty pupils have an EHCP, some are in wheelchairs and the school’s policy is to integrate pupils into mainstream classes, with appropriate support. Around 30 teaching assistants are employed, enabling pupils to access lessons alongside their classmates. There are two full-time qualified SENCos and two assistants.

The Pavilion is the hub of operations, an open, sunny one-storey building that offers space for a variety of therapeutic activities. We saw pupils doing physiotherapy, cooking, artwork, using computers and playing games. The Pavilion also offers a place of sanctuary for pupils who need space and quiet. Dedicated staff make all this possible. When activities and school trips are being planned, the question is always, ‘How can we make this happen?’ The school believes the Anything is Possible motto enriches everyone and parents cannot speak highly enough of the provision. ‘The attitude towards my daughter was so accepting – she was even taken on a residential trip abroad.’ ‘I love the way they deal with differences.’ ‘The Pavilion is his base but he is in the mainstream classes for many lessons, with support. It means so much to us and to him that he is getting this education.’ Subject staff receive the necessary training and support to deliver lessons to pupils with complex needs and the rewards are very evident.

The arts and extracurricular

Well known for its drama, art and music, every Wednesday afternoon is devoted to the ICAS (creative, activity and service) programme. Pupils do one category each term and among possible activities we saw aikido (a martial art) – ‘brilliant for the core muscles,’ the instructor told us – darts, baking, origami and a hall full of children learning to fence. Football, trampolining and baking remain the most popular options but you have to swap around. Interestingly, as subject staff teach on the programme – origami taught by a physics teacher, darts by drama and swimming by a mathematician – it means pupils get the idea that it is possible to be good at more than one thing and to have varied interests. Community action, charities, journalism and Model UN are included as service options. The school runs more than 50 clubs each week.

Performing arts are taught throughout the school with good numbers continuing into the sixth form. We saw a BTEC group enacting ‘loneliness’, and there are plenty of school productions to get their teeth into, Guys and Dolls most recently. The school hall is used for most shows but a local Cambridge theatre may be used for future large productions. Students speak highly of the support offered to those auditioning for drama and music colleges: ‘I was coached individually for my audition. I am sure it helped me secure a place at drama school,’ a sixth former told us.

Sport

The extensive grounds provide plenty of sports pitches and a swimming pool and sports complex that is shared with the village. All the team sports are played and girls play football and rugby too (netball is still available). ‘We are building the girls’ rugby up,’ a sports teacher told us. ‘There are 20 in the squad now and they have played their first fixture.’ Years 7 and 8 have two hours a week of sport, slightly less in higher forms. Alternatives to the team sports on offer include trampolining, dodgeball and, most popular, good old badminton.

Ethos and heritage

Established in the 1930s as part of Henry Morris’s ‘Village College’ movement which saw education as intrinsic to our lives from ‘cradle to grave’. This continues today with the school at the centre of all kinds of community activities once the teaching day is done (programme run by the principal). The Bauhaus-designed building (grade I listed) is of its time: curving walls, clean lines and some rooms panelled in wood (rather like sitting in a cigar box) with secret doors in the panelling. Great fun. Owing to listed status, repairs are expensive and some of the original buildings have obviously seen better days but the school is (rightly) proud of them. Newer buildings for sport, maths and science, humanities and the Pavilion for special needs have been added over time and all are spaced around pleasant courtyards and grassy areas. There is lots of space, playing fields and vistas which the principal is determined to keep: ‘It’s a privilege to be surrounded by grass and trees, and surroundings matter.’ The large, much visited library opens off the main courtyard. Years 7 and 8 have a library lesson and pupils are encouraged to borrow – one of our guides was a library helper and spoke enthusiastically about helping with displays and competitions.

The school is confidently liberal and parents like it that way. ‘We realised this was a school that wasn’t afraid to do the unusual thing,’ was one remark and another, ‘They have always catered for the individual so there was no need for special treatment for my child.’ ‘Independent thinking and accepting difference is all part and parcel, no one gets worked up about uniform, for example.’ Indeed not, and pupils wear a basic black trousers/skirt with a polo shirt top with a logo in house colours – unsmart, but practical and easy to wear for every pupil, including those with additional needs. Sixth formers, given a completely free choice, all look rather similar – black trousers and hooded tops – no political slogans being the only restriction. We saw few signs of outrageous hair styles or piercings.

Pastoral care, inclusivity and discipline

Pastoral care is regarded as outstanding by everyone. ‘The head of house met my daughter on her first day, arranged a “buddy” for her, and saw she was in all the right classes. She settled quickly and felt so welcomed.’ ’Very nurturing. I love the way they deal with differences.’ ’It’s a big school but the children are all known by a name, not a number.’ Tutor groups are not based on existing friendships or previous schools attended. ‘As a policy, that can risk creating cliques and prevent new friendships forming. Hard for newcomers to break into,’ the principal told us. Apart from their tutor or head of house, there are staff who have had training in mental health and wear a lanyard so pupils can make an approach themselves, sixth form students who act as mentors, and the Pavilion is always a place a student can visit. ‘You don’t have to go to your tutor if you feel awkward or if there is someone else you might be more in tune with. It gives them control,’ said a parent. Very relaxed about gender issues and sexual identity – there is a thriving LGBT group and students ‘feel accepted for who they are’, sixth formers told us. Few discipline issues: ‘We don’t have to waste time nagging about ties because they don’t wear them. We avoid creating hoops for them to jump through.’ Serious problems and suspensions are rare.

Pupils and parents

Majority of pupils come from local feeder primaries at 11+ with some from further afield in the sixth form. Being on the edge of Cambridge and known for its liberal attitudes means it attracts a wide mix, including the academic, artistic and creative, as well as many from less privileged backgrounds; the catchment includes north Cambridge, an area of severe deprivation. Quite a few pupils are the offspring of former pupils, and parents take part in the after-school programme of activities (‘I do yoga, my friend does pottery!’). There are also coffee mornings for parents and other opportunities to meet up. The international students in the sixth form live with local host families – most are from various parts of Europe. A third cycle to school each day, most arrive by bus or taxi. Both pupils and parents speak very positively about the school and feel their opinions matter.

The last word

Continuing to thrive as a village college in the spirit of its foundation, it offers an intellectually demanding education that includes the IB, and makes it accessible for everyone, even those with complex learning challenges. With outstanding leadership and a dedicated staff, this is a thriving school with exceptional qualities.