Durham Community Business College for Technology and Enterprise
- Durham Community Business College for Technology and Enterprise
- Head: Ms Alison Jobling
- T 0191 373 0336
- F 01913 730710
- E [email protected]
- W durhamfederation.net
- A state school for boys and girls aged from 11 to 16.
- Boarding: No
- Local authority: Durham
- Religion: Does not apply
- Latest Overall effectiveness Requires improvement 1
- Outcomes for children and learners Requires improvement 1
- Quality of teaching, learning and assessment Requires improvement 1
- Personal development, behaviour and welfare Requires improvement 1
- Effectiveness of leadership and management Requires improvement 1
- 1 Full inspection 16th March 2022
- Previous Ofsted grade: Requires improvement on 4th October 2018
- Ofsted report: View the Ofsted report
What the school says...
Durham Federation (DCBC) is located 5 miles outside of Durham city in the village of Ushaw Moor.
We pride ourselves on being a progressive, inclusive school that supports every child to reach their full academic potential and develop their skills and abilities through a wide range of exciting opportunities.
We create inspirational educational experience through creativity and innovation and we are proud of our school and its community.
We equip all students for the future by providing them with a laptop and uniform in year 7 and as a smaller than average secondary school, every child is known and valued which enables us to meet their individual needs to give them the best preparation for adulthood.
The school is home to excellence in education and inclusion including an Enhanced Learning Provision with commissioned places.
We develop ambitious and confident students, taught in an environment with clear expectations, mutual respect and high aspirations. ...Read more
This is not currently a GSG-reviewed school.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Durham Federation Enhanced Learning Provision offers a child with additional needs the curriculum, support, intervention, health and pastoral care of a specialist provision in an environment where access to mainstream curriculum, teaching and peers is still available. It is a blended model of education which delivers specialist support above and beyond Quality First Teaching and in a mainstream setting so that children can develop and maintain age-appropriate relationships with their community peer group whilst accessing an educational offer which is bespoke and alternative to the typical mainstream. It is a holistic model of education and inclusion. Each child has an individual timetable based on their age and ability to ensure that their academic potential is achieved. A student would usually require an EHCP to access the provision and placement decisions would be determined through discussion between the LA SEN casework team and family, in consultation with the school. This is in line with the requirements for specialist placement outlined in the SEND Code of Practice. There must be clear evidence of assessed needs with support from appropriate specialists of what additional needs there are that cannot be met in a local mainstream school, and the nature of provision that is required to meet these needs to ensure that the placement is suitable and appropriate value for money.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)||Y|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class||Y|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty||Y|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability||Y|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health||Y|
|SLCN - Speech, Language and Communication||Y|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
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
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:
sometimes, but not in this year
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.