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  • Uppingham Community College
    London Road
    Uppingham
    Rutland
    LE15 9TJ
  • Head: Ben Solly
  • T 01572 823631
  • F 01572 821193
  • E [email protected]
  • W www.uppinghamcollege.org.uk
  • A state school for boys and girls aged from 11 to 16.
  • Boarding: No
  • Local authority: Rutland
  • Pupils: 912
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 12th September 2017
    • 2 Full inspection 6th June 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Outstanding on 24th September 2009
  • Ofsted report: View the Ofsted report

What says..

Around school there is a genuine sense of trust; pupils store bags outside design and science labs. A big emphasis is placed on relating the curriculum to real life. ‘Our best lessons include fried egg on a machine to illustrate how machinery gets hot,’ said one student. This tactile approach seems to be adopted in most lessons. Equal sporting opportunities for all. The girls’ rugby in particular does well here as well as do the sailing clubs at nearby Rutland Water...

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What the school says...

Converted to an academy 2011.

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What The Good Schools Guide says

Principal

Since September 2017, Ben Solly. Previously head of Lutterworth College in Leicestershire for three years, where he led the transition from 14-18 to 11-18. PE and sports science with management degree from Hull. Worked as an advanced skills teacher in the Black Country and in a variety of senior leadership roles in Leicestershire. What attracted him to UCC? Always had his eye on it, ‘Reminded me of when I was at school, sense of community. You don’t get that everywhere.’

There are two things that immediately strike you about him, his passion for Wolves football team and his blue laces. A head who likes to make a statement – knows where he is going and proud of where he has come from. The rapport with students and staff alike was...

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Please note: 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 College has an excellent Additional Needs (Curriculum Support) department led by a very experienced Special Needs Coordinator. The provision received particular praise in the most recent OfSTED inspection. A new Additional Needs Learning Room has just been equipped with Successmaker software to promote individual learning for children with special needs. A team of experienced Teaching Assistants works with students through classroom support and withdrawal. Nov 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
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

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


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