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  • Comberton Village College
    West Street
    Comberton
    Cambridge
    Cambridgeshire
    CB23 7DU
  • Head: Mr Peter Law
  • T 01223 262503
  • F 01223 264116
  • E [email protected]
  • W www.combertonvc.org
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Cambridgeshire
  • Pupils: 1,910; sixth formers: 525
  • Religion: Non-denominational
  • Open days: Thursday October 3rd 2019
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 1st February 2013
  • Previous Ofsted grade: Outstanding on 9th October 2007
  • Ofsted report: View the Ofsted report

What says..

‘They know how to motivate year 11 boys,’ said one parent, another added: ‘Lots of after-school revision sessions; the teachers go the extra mile.’  The bright are identified and encouraged, the less able equally helped along. ‘What I like about the school is that they are flexible,’ said another parent.  They’re good at golf, too, and have chance to go off site for it, as well as rowing and leadership, where the older pupils coach primary school children. Sport viewed as ‘inclusive and fun’ by our ambassadors...

Read review »

What the school says...

Comberton Village College converted to academy status in February 2011. It is now an Academy of The Cam Academy Trust. Cambourne Village College, which opened in September 2013, nearby Melbourn Village College and St Peter's School, Huntingdon,, are also now members of the Trust, along with six primary phase schools - Jeavons Wood, Cambourne; Gamlingay Village Primary; Everton Heath Primary School; Hartford Infant School, Huntingdon; Hartford Junior School, Huntingdon, THongsley Fields Primary and Nursery School, Huntingdon, and from September 2019, Offord Primary School. All our Academies seek to work in strong partnership in order to ensure excellent teaching, learning and achievement in each of the academies of the Trust.

The Comberton Sixth Form opened at Comberton Village College in September 2011. It had initially been established with 350 student places and now has more than 500 students. It is mainly an 'A' level based Sixth Form (including using the framework of the AQA Bacc.) with some Pre-U and Level 3 BTEC courses available. The first set of results in summer 2013 were excellent, confirming the Ofsted judgement of outstanding made in February 2013 for the New Sixth Form. The results in summer 2014 were even better and remain outstanding.

Comberton was designated as one of the first 100 Teaching Schools in the country as of September 2011. It works within the Cambridge Teaching Schools Network that operates across a wide area that has Cambridge as its geographical base.
...Read more

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Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

What The Good Schools Guide says

Principal

Since September 2019, Peter Law.

Previous headteacher, Stephen Munday, is executive director of the trust.

Academic matters

High achieving for a non-selective school. An impressive 48 per cent /9-7 grades at GCSE in 2019, and 83 per cent got 9-4 in both English and maths. At A level, 60 per cent of grades were A*-B and 30 per cent A*/A. ‘They keep a close eye on them and let us know immediately if work isn’t being handed in,’ said one happy parent. All students study Spanish to GCSE, year 6s given a Spanish activity book before they join to give them a head start, and bright sparks (about five per cent of the year) are encouraged to take another language too. French and German also on offer, with Latin taught outside school hours....

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

The school is totally committed to its comprehensive foundation. As such, many highly gifted and talented learners happily form part of the school community together with children with a range of special educational needs. A commitment to ensuring excellence for all types of learners is fundamental to what the school stands for and seeks to achieve. A strong team of SEN teaching and support staff work alongside children with identified special educational needs usually in lessons, but out-of-lesson support happens if appropriate. Children with SEN are treated as a valuable and important part of the school community and are seen to make very good progress. There is a specialist Aspergers' Centre on the school site that provides for children with Aspergers' Syndrome who would not otherwise be able to access mainstream schooling. The centre can and does provide a base for these children, but the aim is to enable them to attend to as many mainstream lessons as possible. Children at the centre have made excellent progress in their education. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year

Who came from where


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