Comberton Village College A GSG School
- Comberton Village College
West Street
Comberton
Cambridge
Cambridgeshire
CB23 7DU - Head: Mr Peter Law
- T 01223 262503
- F 01223 264116
- E thecollege@combertonvc.org
- W www.combertonvc.org
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Cambridgeshire
- Pupils: 1,469; sixth formers: 490
- Religion: Non-denominational
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 31st January 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide 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...
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
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.
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 FCCT.
Previous headteacher, Stephen Munday, is executive director of the trust.
Entrance
Surrounding villages south of Cambridge in the catchment take precedence after sibling rule. Lots of appeals due to population growth, and popularity of the school can make admission a nightmare. Numbers lower down the school being reduced as new school opened at Cambourne, within the same Trust, easing pressure of numbers. Entry into the sixth form requires a minimum of five 5s (including 4s in English and maths) at GCSE for A level study, and a minimum of five 4s (including English and maths) for BTECs. For IPQ, minimum of five 7s at GCSE. They want serious sixth form students and all are interviewed.
Subscribe now for instant access to read The Good Schools Guide review.
Already subscribed? Login here.
Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
Y |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Y |
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
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.