Bourne Community College

What Ofsted said

From the inspection on 6 January 2026

Pupils are happy and safe in this inviting community school. Pupils enjoy the many opportunities they have to enrich their learning and to widen their experiences. Pupils recognise how trips to Auschwitz and Ghana support their understanding of the history and culture of other countries. Pupils understand the importance of equality. They know that discrimination is not acceptable. Pupils are respectful of one another's differences and show kindness to each other. Pupils are well prepared for life in modern Britain. They understand how to keep themselves safe and understand the difference between right and wrong. Pupils have a positive community ethos. They are proud to represent their school in the local area and to make a positive contribution to the wider world. Pupils offer their support in local care homes and have shared their artwork as part of a rail safety campaign. Pupils recognise how the school has made positive improvements in its approach to behaviour. As a result, poor behaviour and bullying are rare. Staff build positive relationships with pupils and their families to ensure that pupils are supported effectively. Staff know pupils well and understand their needs. Pupils with special educational needs and/or disabilities (SEND), including those who attend the school's specially resourced provision for pupils with SEND, are well supported in their learning. Sometimes, the barriers to success for disadvantaged pupils are not addressed as successfully. As a result, some disadvantaged pupils do not attend school as often as they should, and in turn do not achieve positive outcomes. Generally, pupils enjoy their lessons and have positive attitudes to their learning. Mostly, they respond well to the routines and expectations that staff have of them. However, sometimes teaching activities are not well matched to pupils' needs, and as a result, some pupils do not achieve as well as they could.

What the school should improve

• Leaders should check carefully that their attendance strategy is having the intended impact of reducing persistent absence, particularly for disadvantaged pupils, and take swift action where needed.
• Leaders should ensure that highly effective teaching is embedded across the school so that pupils, including those who are disadvantaged, can achieve in line with their potential.
• Leaders should check on the impact of their work accurately and act on their findings in order to make necessary improvements to provision in a more timely manner.
• Governors should ensure that they broaden their expertise so that they can challenge leaders and hold the school to account more effectively.

Read the full Ofsted report (opens in a new tab)