|Ofsted Inspection Rating||Good|
|Inspection Date||08 November 2016|
|Address||Waterleat Road, Paignton, Devon, TQ3 3WA|
|Religious Character||Does Not Apply|
|Number of Pupils||1322 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.5|
|Academy Sponsor||Bay Education Trust|
|Percentage Free School Meals||19.7%|
|Percentage English is Not First Language||2.5%|
Information about this school
The governance of the school has changed considerably since the previous inspection. Along with two local primary schools, the school is now part of the Bay Education Trust. This multi-academy trust was set up in autumn 2014 following the withdrawal of the previous sponsor Prospects Academies Trust. The school is larger than the average-sized secondary school. It has two sites, one at Waterleat Road for key stage 3 pupils and a second site at Borough Road for key stage 4 pupils and those students who follow 16 to 19 study programmes. The proportion of pupils who have special educational needs/or disabilities is above average. The proportion of pupils who are supported through pupil premium funding is above average. Almost all pupils are of White British heritage. There are very few from minority ethnic groups and very few speak English as an additional language. The school has been designated by the Youth Sports Trust as the lead school in the county for Leadership, Coaching and Volunteering and has been accredited with Gold Partner Status for its sporting provision. A small number of students attend off-site vocational training provision at Combe Pafford, E-Hair Academy and South Devon College. The school runs an off-site unit called the Yalberton Project for a very small number of pupils who experience behaviour and emotional difficulties. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 11. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.
Summary of key findings for parents and pupils
This is a good school The principal provides strong leadership and clear moral purpose. She has developed a committed senior team who share the same vision to raise the achievement of all pupils. The principal has played a pivotal role in setting up the Bay Education Trust which now runs the school. This has rejuvenated the governance of the school and led directly to the improvements seen in the last two years. Pupils’ progress in English is strong in all year groups as a result of good teaching. Governors and senior leaders have planned carefully and successfully filled teacher vacancies in mathematics. This has resulted in more consistent teaching. Progress in mathematics has improved and is now good. Teachers are motivated and committed to improving their practice. In some cases, however, teachers who have retrained from other subjects are not yet experts in their new field. Pupils know how well they are achieving, and where they are expected to get to, as a result of the effective assessment strategy that senior leaders have introduced. Higher expectations have resulted in higher academic targets. Some pupils need extra help to reach these more aspirational goals. Good conduct is the hallmark of the school. Pupils are respectful to their teachers and so good relationships result. Pupils display pride in their school. Uniform is worn well and there is very little litter or graffiti around either of the two school sites. Pupils are articulate and able to talk about their learning confidently. However, pupils are not as clear when discussing their next steps when they leave school. Attendance is rising but has not yet reached the national average. Persistent absence is falling as a result of the efforts of the school, but it is still too high. The school acts as a centre for a range of sporting and volunteering initiatives in the region. These make a good contribution to the development of pupils’ self-confidence. Middle leaders make sure that teachers in all subjects follow the school policy for providing feedback to pupils consistently. Because of this, pupils are now given advice which helps them to improve. Senior leaders have reviewed and restructured the sixth form. Consequently, the small number of highly successful vocational programmes are better meeting students’ needs.