East Durham College is a large, multi-campus further education provider serving Peterlee and Durham, with provision spanning 14 to 16 full-time study, 16 to 18 programmes, apprenticeships, adult learning, and specialist pathways for learners with high needs. The latest full inspection graded the college as Good overall, with Outstanding judgements for Behaviour and attitudes and Personal development, which is a strong signal about day-to-day culture and how learners are supported to mature socially and professionally.
Leadership changed recently, with Scott Bullock appointed as Principal and Chief Executive Officer, taking up post on 02 September 2024.
For families weighing post-16 options, the headline question is fit. This is a college where professional habits, employability, and community-mindedness are treated as core outcomes, alongside qualifications. The academic outcomes sit below England average for GCSE and A-level measures, so students aiming for highly selective university routes will want to look closely at subject-level support and continuity of staffing on their chosen programme.
The most consistent theme in external evidence is seriousness of purpose, paired with an unusually strong culture around behaviour and personal development. Learners are described as punctual, engaged, and responsive to high expectations, with staff explicitly building confidence and resilience over time.
A second, distinctive thread is how often learning is presented through real-world practice rather than abstract simulation. Training environments are framed around current industry norms, and staff are positioned as subject experts who keep standards aligned with what employers and next-step providers expect.
The third element is civic contribution. Social action projects are not treated as add-ons, they are integrated into programme identity. That matters for teenagers who need structure and a sense of belonging, and for adult learners who want learning to connect to daily life and local opportunity.
Since the change in Principal in September 2024, families should expect a period where strategic priorities and operational systems continue to bed in. Where leadership transitions can sometimes unsettle consistency, the most recent inspection still points to strong routines and a clear culture of care.
Because East Durham College is a further education provider with mixed provision, headline performance indicators can be harder to interpret than they are for a standard 11 to 16 secondary school or a sixth form. With that caveat, the results and rankings land on the lower side versus England benchmarks.
Ranked 3,963rd in England for GCSE outcomes (FindMySchool ranking based on official data). A local rank is not published for this provider. The GCSE position sits below England average, within the bottom 40% of providers in England on this measure.
The dataset reports an Attainment 8 score of 11.6 and a Progress 8 score of -2.98. These figures indicate that, on average, GCSE outcomes are weak relative to England comparators within the same measurement framework.
Ranked 2,300th in England for A-level outcomes (FindMySchool ranking based on official data). A local rank is not published for this provider. The A-level position also sits below England average ’s comparators.
The dataset reports A*-B at 22.05%, compared with an England average benchmark of 47.2% for A*-B.
How to interpret this as a parent: the published figures suggest that the typical student outcome profile is more aligned to vocational, technical, and progression-to-work routes than to high-tariff A-level profiles. That does not preclude individual high achievers, but it does mean programme choice, attendance, and support structures will matter disproportionately.
Parents comparing local options should use the FindMySchool Local Hub page to view these results side-by-side using the Comparison Tool, particularly if the decision is between a school sixth form and a college route.
England ranks and key metrics (where available)
A-Level A*-B
22.05%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
The strongest evidence here is about sequencing, practice, and feedback. Programmes are described as logically structured, with staff building knowledge over time and using repeated practice to develop competence, especially in practical and technical areas.
Examples help illustrate the approach:
In land-based pathways, curriculum planning is aligned with seasonal and local industry calendars, so learning can be applied to real conditions rather than abstract case studies.
In construction and hairdressing, teaching is described through demonstration, guided practice, and correction of misconceptions, which is the kind of instructional pattern that tends to benefit students who need clarity and routine.
For GCSE English and mathematics resit students, the inspection evidence indicates that learners make good progress towards qualifications, which is relevant for teenagers whose post-16 plan depends on achieving key thresholds.
There is also a clear note of caution for families considering distance learning options. External evidence flags that, in some instances, learners on distance learning courses are not sufficiently challenged to recall and apply what they have learned.
The destination picture points to a college serving a broad range of starting points and goals, including routes into employment and apprenticeships alongside higher education.
For the 2023 to 2024 leaver cohort (cohort size 762), the dataset reports:
18% progressed to university
10% progressed to further education
9% started apprenticeships
28% progressed to employment
In plain terms, the dominant routes here are into work and vocational progression, with a meaningful minority heading to university.
For high-attainers, there is also evidence of an Oxbridge pipeline, although at small scale. In the measurement period covered, there were 3 Cambridge applications and 1 Cambridge acceptance, which indicates that selective university routes can be achievable for the right student with the right programme and support.
External evidence also supports a strong careers model, with employer engagement and frequent exposure to both workplaces and universities, which tends to improve decision quality for students who are uncertain about next steps.
Admissions at a further education college usually look different from school admissions. Places are generally tied to course suitability, entry requirements, and timetabling capacity rather than catchment distance.
What can be evidenced clearly is that the college runs structured recruitment and guidance activity for prospective students, including targeted taster events for Year 11 pupils. One published example is a Year 11 half-term taster day scheduled for 23 February 2026 (daytime format), which signals that the college expects applications and decision-making to be active well before September starts.
For higher education and Access to Higher Education routes, a specific open morning is published for Saturday 04 April 2026 at Houghall.
Practical implication for families: treat open events as the lead indicator of the admissions cycle, then check the college’s admissions guidance for course-specific requirements and interview or assessment steps where relevant. If you are shortlisting multiple providers, the FindMySchool Saved Schools feature is a practical way to manage deadlines and open-event attendance.
The most recent inspection evidence is unusually explicit about safety, respect, and anti-bullying culture, and this aligns with the Outstanding judgement in personal development. Learners are described as feeling safe, confident that bullying and harassment are not tolerated, and supported by staff who include trauma-informed practitioners.
Safeguarding content is also concrete. Learners receive guidance on risks such as knife crime, substance misuse, county lines, and online harms, with staff using local and national intelligence to keep messaging current.
One area to watch, particularly for families of more vulnerable learners, is that external evidence notes some adult learners and some learners with high needs had a less secure understanding of extremism risks and vigilance. This is not presented as a whole-college weakness, but it is relevant when evaluating how consistently safeguarding education lands across different cohorts.
The enrichment picture here is best understood through programme-linked opportunities and community projects rather than traditional school clubs.
Examples evidenced in the most recent inspection include:
Regional and national competitions linked to vocational identity, including recognition for hairdressing learners and high-profile event work for floristry learners.
STEM engagement beyond the timetable, with A-level chemistry learners contributing to university STEM events and seminars focused on participation in STEM.
Social action projects with visible outputs, such as creative arts learners producing murals depicting local life and heritage in partnership with civic groups.
Community-facing service activity, such as catering learners hosting afternoon tea and bingo for local care home residents.
Supported internships, including placements referenced at Northumbrian Water, which is particularly relevant for learners with high needs and families seeking structured transition into adulthood.
The college also promotes sports performance infrastructure and a named football academy, which will matter to students considering sport alongside education.
For learners with autism, the college references a named autism provision based at Houghall, which may be a key differentiator for families looking for specialist pathways within a mainstream FE setting.
East Durham College operates across three sites, with the Peterlee Campus and Technical Academy both in Peterlee, plus the Houghall Campus in Durham.
For travel, the college positions the Peterlee Campus as just off the A19, and it promotes dedicated bus services, including routes in partnership with Arriva to support travel between college and local areas.
Daily start and finish times can vary by programme, and this is typical for FE settings where timetables differ by course and placement patterns. Families should confirm the student’s timetable at enrolment, especially if transport planning is tight.
Outcome profile varies by route. The GCSE and A-level outcome measures sit below England benchmarks. Students aiming for competitive university entry should ask targeted questions about subject staffing stability, extension support, and the track record of their specific programme.
Staffing disruption on some A-level courses. External evidence indicates that staffing disruption affected the experience of learners on a few A-level courses, with strategies implemented but impact not yet fully evidenced at the time of inspection. This is a sensible line of questioning at interview or guidance meetings.
Distance learning challenge level. For adult learners considering flexible or distance routes, evidence suggests that challenge and recall expectations are not consistently strong across all distance learning courses. Clarify tutorial access, assessment frequency, and expectations for application to workplace contexts.
Multi-campus logistics. With three sites, some students will need to plan travel carefully, particularly if a course involves specialist facilities on a specific campus. Use open events to test the commute and the day structure.
East Durham College offers a broad post-16 platform with a clear strength in culture, behaviour, and personal development, reinforced by the latest inspection outcomes. It suits students who want a professional, employment-relevant environment, apprentices looking for structured coaching, and adults returning to learning who value practical progression.
Who it suits most: students who will benefit from clear expectations, hands-on learning, and strong careers engagement, including those looking for vocational routes, apprenticeships, and supported pathways. Families with purely academic, high-tariff A-level ambitions should interrogate course-specific capacity and support carefully, rather than relying on provider-level averages.
East Durham College was graded Good overall at its latest full inspection, with Outstanding judgements for Behaviour and attitudes and Personal development. That combination usually reflects a calm, purposeful culture and strong support for learners’ maturity and readiness for work or further study.
Applications are typically made directly to the college for most programmes, and course teams may use interviews, guidance meetings, or suitability checks depending on the pathway. The college also runs pre-entry events, including Year 11 taster days, which are a practical way to confirm course fit and understand entry requirements.
For 16 to 18 study programmes, tuition is normally state-funded, so families do not pay tuition fees. For adult learners, fee liability varies by course and eligibility for funding support; the college publishes funding guidance and notes an earnings threshold used for full funding decisions in some adult upskilling routes.
The A-level outcome profile sits below England benchmarks, with A*-B at 22.05% versus an England average benchmark of 47.2% for A*-B. The practical implication is that outcomes may be stronger on some subjects than others, so families should ask for subject-level support details and staffing continuity for the chosen programme.
Yes. External evidence describes assistive technology used in lessons and assessments, and it highlights tailored learning pathways for learners with high needs, including supported internships that build independence and preparation for adulthood.
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