Bodmin College

Highlights from Latest Inspection

What is it like to attend this school?

Bodmin College has been through a period of turbulence. The trust and new leadership have a shared aspirational vision for the school and sixth form. They recognise that published outcomes for pupils are low and have identified priority areas for rapid improvement.

However, at this point-in-time, many elements of the improvement plan are in their infancy and therefore not yet had impact.

The school has high expectations for pupils' behaviour. Pupils appreciate the new clarity about what behaviour is acceptable.

There are clear sanctions and rewards in place to help pupils to learn from mistakes. Pupils can learn without disruption and the school is calm. The ...school identified that bullying was a concern for some pupils.

There has been a focus on helping pupils to understand that bullying is never acceptable. Pupils are now increasingly reporting concerns that they previously tolerated. Adults take action to help resolve any incidents.

Pupils value this support and feel listened to.

Pupils enjoy a range of extra-curricular activities. For example, competitive sport, outdoor adventurous activities, school drama productions and musical performances.

Pupils are keen to take on responsibilities and to contribute their views. Pupils recognise and appreciate the improvements being made to their school.

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

The school has made substantial changes to the curriculum.

Pupils now study a broad and more ambitious curriculum. Subjects are clear about what pupils will learn in each year. However, older pupils and students in the sixth form have gaps in their knowledge and understanding because of weaknesses in the old curriculum.

This is hindering their ability to learn new content.

The checks that teachers make to see if pupils understand are not accurately identifying what pupils know and can do. This means that misconceptions are not corrected and gaps in knowledge remain.

Those pupils without a secure understanding of the subject to date find it difficult to grasp more complex topics. Equally, some pupils do not have the opportunity to learn more challenging content quickly enough.

The school accurately identifies pupils with special educational needs and/or disabilities (SEND).

Pupils accessing the specially resourced provision for pupils with SEND are well supported to learn the curriculum and engage in the wider life of the school. The information supplied to teachers is sometimes generic and not targeted to meet pupils' individual needs. This means those pupils do not learn the curriculum as well as they might.

The trust recognises the importance of reading. It has supported the school to develop the reading curriculum and the Bodmin College Reading Canon. These books cover a diverse range of themes to interest pupils.

The weakest readers are identified and helped to improve their reading confidence. However, these pupils are not supported to read the challenging texts they see within the wider curriculum. This is hindering their comprehension of subject topics.

Raising attendance is a trust priority. The school works with families to increase their awareness of the importance of attending school regularly. The school has strengthened its monitoring systems so that pupils receive more timely support.

This work is beginning to raise the attendance of pupils.

The provision for personal development is a strength of the school. The school has considered the local context and which experiences will best prepare pupils for their adult life.

For example, including driver awareness in the sixth-form curriculum. There is an age-appropriate approach to teaching pupils about healthy, respectful relationships and how to keep themselves safe. Pupils learn about other cultures and have a good understanding of fundamental British values and diversity.

The school values bring these to life for pupils.

Pupils have opportunities to learn about the world of work and receive impartial careers advice. Students receive support for considering their future options such as university and apprenticeships.

However, students in the sixth form have had insufficient guidance when selecting their courses. As a result, some students are undertaking courses that are not suitably challenging or aligned to their future career aspirations.

The school is working to improve communication with parents and the wider community through events such as 'Bodmin Connects'.

The trust has recognised that improvements at the school need to accelerate. A 'Rapid Improvement Group' has been appointed by the trustees to facilitate this. The school is considerate of staff workload and well-being when implementing changes.

Due to the recent nature of many changes the school and trust do not currently have a clear view of what is working well and what is not.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not adapted precisely enough for some pupils with SEND or pupils with low levels of literacy.

Consequently, these pupils do not learn the curriculum as well as their peers. The school should ensure that teachers have the information and training they need to adapt the curriculum to meet the needs of learners. ? Assessment within the curriculum does not help adults accurately identify pupils' starting points or gaps in their knowledge or understanding.

This means that some pupils do not receive the support or challenge they need to learn as well as they might. The school should ensure that assessment routines check pupils' understanding so that the curriculum can be adapted accordingly. Pupils do not receive sufficient individual guidance about appropriate qualifications to select at key stage 4 and post-16.

This means that some pupils and sixth-form students are taking courses that are not suitably challenging or aligned to their future career aspirations. The school should ensure that all pupils receive the independent advice and guidance they need to select appropriate programmes of study. ? The school has implemented extensive changes to secure improvements in the quality of provision.

As much of this is in its infancy, there have been limited opportunities to review impact. The school should ensure that systems are in place to embed, monitor and evaluate the impact of the newly introduced strategies. This will provide leaders and those responsible for governance with accurate self-evaluation to help to inform future leadership decisions.