Thomas Estley Community College is dedicated to providing an enriching, excellent quality comprehensive community education service for all learners and the wider community.
We ensure that learning is engaging and effective through establishing consistently high quality teaching and learning, and aim to develop our students into positive citizens through our enriched curriculum. Thomas Estley will ensure that every student fulfils their potential, enjoys their learning experience and develops a positive set of values, leadership, personal learning and thinking skills, and character needed to set them up for a successful future.
Thomas Estley has an excellent reputation, locally and nationally, for its innovative and high quality curriculum, chosen by the national curriculum authority as a case study and a source of excellent practice for other schools. We at Thomas Estley are extremely proud of our innovative curriculum, delivering skills for life and work through a range of subject specialisms and cross-curricular modules. We work closely with feeder primary schools and local secondary schools to ensure smooth transition from primary to secondary through to sixth form for our students, with collaborative planning and provision particularly focused in Years 6-7 and throughout Key Stage Four.
Extra Curricular Activities
All students have access to extra-curricular activities including foreign and British residentials, ski and sports trips, visits to enhance the curriculum, fieldwork, sports fixtures, clubs in every curriculum area, music and drama clubs and performances, links abroad and other special interest clubs and activities. These take place after school and during school lunchtimes.
Students who would benefit from extra support generally or in particular curriculum areas can access ASDAN modules, lifeskills provision, long or short term projects, study and learning support within the curriculum and through targeted visits and clubs.
Students who would benefit from extension and stretching generally or in particular curriculum areas can access more able provision within and outside of lessons, including visits, challenges, competitions, clubs, chances to lead and to teach, and to showcase their talent.
In order to support high attainment and progress in GCSEs, we have a daily targeted Year 11 session (T7) which runs from 3.10pm – 4.10pm. Students are invited to attend these progress workshops if they are in need of additional support in curriculum areas or need additional time to complete practical elements of their GCSE course. Parents and students can also request to attend these additional sessions. Parents are notified of these sessions via ParentMail and students are informed the week prior in tutor time.
We are very proud of our careers programme, which spans all 5 years that students are with us. For more detail, please visit our Careers and Post 16 page.
In years 7-9, students attend a wide range of subjects to experience a broad and balanced diet of knowledge and skills:
- French and Spanish
- Computing and IT
- Resistant Materials, Textiles and Food technology
- Physical Education
- Music, Drama and Dance
- Citizenship and Religious Education
- Personal, Social and Health Education
- Careers and guidance
As well as the above, in year 9, students opt into a Specialisms which takes place every Tuesday afternoon. Specialisms develop students' growth skills and leadership, in a context of their choosing.
Read more about our Specialisms curriculum HERE.
GCSE learning starts in Year 9 in all core subjects, beginning with building student knowledge and understanding, and working towards developing exam response techniques and study skills that will enable students to succeed in their GCSEs.
In addition to the core subjects, students opt into a further 4 subjects:
- a language (French or Spanish)
- a humanity (geography or history)
- two further free-choice options
With over 20 optional subjects to choose from, and supported with class-leading careers advice, we equip your child with every chance to succeed.
Read more about our GCSE options and process HERE. and
Governors, staff, parents and students were involved in agreeing a set of core values which define the college’s ethos.
We define ourselves as a "Community of Courage and Commitment to Success". The 'values' statements below describe the college’s professional behaviours and expectations:
Our Ethos and Values align with the fundamental British Values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and belief.
We promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the ‘whole child’.
We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our students.
Our school was rated Good in the last Ofsted inspection. You can view our Ofsted profile here, or download the full report below. Through the Thomas Estley Teaching School Alliance (TELA) we also take part in an annual peer review to ensure our standards continue to provide high quality education for all students.
Our GCSE results are available to view via the DfE Compare School Performance service. Quick link to our school is here However no results have been published here since 2019 for any schools due to the impact of Covid on the 2020 and 2021 examination series. Some headline data from 2020 and 2021 performance data for English and Maths can be found below, as a sample of outcomes over this period.
2020 GCSE outcomes, due to Covid, were not generated in the normal way through end of year examinations. They were instead calculations of the most probable summer grade which a student would have achieved if lockdown had not occurred, using data up to March of Year Eleven and known historic data about subject performance. Sample outcomes: Grade 4+ 80% Maths/ 82% English. Grade 5+ 65% Maths / 69% English.
2021 GCSE outcomes, due to absence related to Covid and the impact of lockdowns, were not generated in the normal way through end of year examinations. They were instead based on a wide relevant evidence base of assessments throughout Year Eleven, such as mock examinations in exam hall conditions, January external vocational examination grades where relevant, end of year eleven assessments, etc, which were internally and externally moderated and sampled to ensure accuracy. Sample outcomes: Grade 4+ 88% Maths/ 90% English. Grade 5+ 62% Maths/71% English.