Tavistock College

Highlights from Latest Inspection

What is it like to attend this school?

The day-to-day life of the school is disrupted by poor behaviour. Leaders aim to provide discipline and support for pupils who struggle with their behaviour.

However, their approach has not been effective, and the standard of behaviour has deteriorated.

Many pupils do not feel safe in school. Some are frightened to use parts of the school due to the intimidating and risky behaviour of some groups of pupils.

Pupils describe incidents of unruly behaviour. Truancy during lesson time presents an ongoing challenge for staff.

Bullying is widespread.

Pupils say teachers do not resolve issues well enough. Many pupils cannot identify an adult they wo...uld report a worry to. There are pupils who are subjected to derogatory language based on their individual characteristics.

Leaders have failed to create a positive culture in which pupils respect and value one another's differences.

Leaders have designed a curriculum which prepares some pupils well academically for continued study in the sixth form and beyond. However, teachers do not adapt learning well enough to meet the needs of pupils who are likely to struggle.

Some pupils with special educational needs and/or disabilities (SEND) do not learn the curriculum as well as they could.

What does the school do well and what does it need to do better?

Leaders have identified a need to build relationships between staff and pupils. To help with this, leaders have adapted their approach to behaviour management.

However, the new system is not managed well. Too many pupils do not rise to leaders' expectations. Due to the COVID-19 pandemic, leaders have managed a period of acute staff absence.

This has reduced their capacity to review and improve their systems for managing behaviour in recent months.

Leaders have not understood the extent to which some pupils are affected by the poor standard of behaviour in the school. Leaders do not have an accurate view of the significant amount of bullying that takes place.

They recognise that pupils do not readily report bullying or harassment. Leaders have taken steps to encourage reporting, but it is too soon to see the impact of this.

Through the curriculum, pupils are encouraged to develop respectful relationships and attitudes.

There are campaigns to promote equality for protected groups. Despite this, there are pupils who are subjected to derogatory language based on their individual characteristics. Over time, leaders have not done enough to challenge such behaviours and assert a positive environment in which all pupils can thrive.

Leaders have thought carefully about the curriculum they provide in each subject. In most subjects, the curriculum is ambitious. Teachers revisit important ideas.

This helps pupils, including students in the sixth form, to build up detailed knowledge over time. However, the curriculum is narrowed to some degree. For example, the subjects some pupils in Year 9 study lack sufficient depth.

Teachers' use of assessment is inconsistent. Where assessment is used well, pupils remember the curriculum and apply their knowledge fluently. Where assessment is used less well, pupils are exposed to examination-style tests before they are ready.

Leaders do not use assessment to identify pupils who struggle with reading due to gaps in their phonics knowledge. However, trust leaders have plans to develop the expertise of staff to support pupils who do not read fluently.

There are supportive measures to help pupils with SEND to access their learning.

For example, several pupils use laptops to support their writing. Leaders provide teachers with guidance on pupils' needs. However, some teachers do not put this into practice effectively.

This makes it difficult for pupils with SEND to learn the curriculum as well as their peers. Many parents of pupils with SEND do not have confidence in the ability of the school to support their children effectively.

Leaders use the curriculum for personal, social and health education to help pupils with issues arising in the local area.

This adds to pupils' awareness of different risks. However, leaders have not fully considered how well each element contributes to the personal development of pupils. They have recognised some ways in which the programme needs to be enhanced.

For example, leaders plan to give greater priority to teaching about mental health.

Pupils participate in a diverse range of extra-curricular opportunities. Leaders make use of the local landscape by organising adventurous activities.

Increasingly, leaders are focused on ensuring that disadvantaged pupils and pupils with SEND make the most of what is on offer. Students in the sixth form play a part in supporting younger pupils, for example as peer mentors.

Students in the sixth form experience a better curriculum than pupils in key stages 3 and 4.

They receive constructive, impartial careers advice. They make well-informed decisions about their next steps. Across the school, pupils receive useful guidance when choosing between courses and subjects.

The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

Leaders create focused opportunities to engage with members of the school community. They are beginning to put feedback from parent and staff groups into action.

However, initiatives to address poor behaviour and bullying have been implemented too slowly. Leaders do not critically evaluate the impact of new systems. They do not understand the experiences of pupils well enough.

As a result, they have not taken the necessary action to ensure pupils feel safe at school.

Safeguarding

The arrangements for safeguarding are not effective.

Pupils describe not feeling safe in school.

They are intimidated by the unruly and threatening behaviour of some of their peers. Pupils are exposed to risky behaviours and offensive language.

Among pupils, there is a culture in which those with protected characteristics are ridiculed and harassed.

Boys pass comments on the appearance of girls, making them feel uncomfortable. There are many accounts of bullying. Pupils do not report incidents because they have not been listened to in the past.

Leaders have a weak understanding of the impact of pupils' experiences and well-being. However, leaders have a better understanding of the challenges that vulnerable pupils and families face at home. They arrange early help for families in need.

Staff are appropriately vetted and receive useful training. They use the school's system for reporting concerns confidently.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have failed to create a culture in which pupils respect one another's differences.

For example, the use of derogatory language is commonplace. Leaders must ensure that any intolerance is challenged robustly. They must quickly establish a positive environment in which each pupil is respected for who they are.

• Leaders do not have an accurate view of the standard of behaviour in the school. Although leaders monitor pupils' behaviour, their analysis of trends and patterns is not incisive. As a result, initiatives designed to improve behaviour have been implemented too slowly, or they have not been effective.

Leaders must take urgent and effective action to secure a good standard of behaviour across the school. ? Pupils do not have confidence that staff will respond to their reports of poor behaviour or bullying effectively. Consequently, pupils have not reported their concerns and these behaviours have been allowed to spread.

Leaders must restore pupils' confidence in the ability of staff to put a stop to bullying and other intimidating behaviours. This will help pupils to feel safe. ? Pupils with SEND do not always receive the support they need to learn the curriculum successfully.

Some teachers do not adapt learning in light of pupils' needs. There is a lack of confidence among parents in the school's provision for pupils with SEND. Leaders should work with teachers and parents to ensure that pupils with SEND receive the effective support they need.