Uppingham Community College A GSG School
- Uppingham Community College
London Road
Uppingham
Rutland
LE15 9TJ - Head: Ben Solly
- T 01572 823631
- F 01572 821193
- E principal@ucc.rutland.sch.uk
- W www.uppinghamcollege.org.uk
- A state school for boys and girls aged from 11 to 16.
- Boarding: No
- Local authority: Rutland
- Pupils: 893
- Religion: Non-denominational
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 8th March 2023
- 2 Full inspection 5th 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.
- Ofsted report: View the Ofsted report
What The Good Schools Guide 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...
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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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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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