Brixham College

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations of what all pupils can achieve. However, the teaching that pupils receive does not always enable them to learn effectively. Some pupils struggle to remember what they have learned.

Pupils cannot always apply what they know in new contexts.

The school knows it needs to improve the behaviour of pupils. Expectations of pupils are now higher.

New systems are in place to manage poor behaviour. Nevertheless, low-level disruption continues to interrupt learning. This is not always well managed.

Pupils' conduct around the school site is loud and disorderly. As a result, a significant minority of pupils do not feel safe.
<...br/>The school's values are integral to all it does.

Leaders are committed to helping pupils to develop their characters and become good citizens. Pupils learn about other faiths and views that differ from their own.

Extra-curricular opportunities enable pupils to develop their talents and interests.

Some pupils have leadership roles. Pupils are proud of the support that they give to charities. Sixth-form students have the support and opportunties they need to develop personally, as well as academically.

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

The curriculum is well planned. The school is clear about what pupils need to learn, and when. The key stage 3 and sixth-form curriculums are broad and ambitious.

There has been a significant decrease in the proportion of pupils who continue to follow a strongly academic curriclulum in key stage 4.

The 'Brixham Way' has led to a more consistent approach to teaching the curriculum. This particularly supports pupils with special educational needs and/or disabilities (SEND).

However, the approaches taken to teaching, particularly at key stage 3, do not always help pupils to learn as much as they could. Pupils struggle to remember what they have learned. This prevents them building their knowledge and deepening their understanding.

Pupils' gaps in knowledge and misconceptions are not always identified. Pupils with SEND attending mainstream lessons do not get the precise support they need to learn the curriculum. The specially resourced provision for pupils with SEND (special resourced provision) helps pupils to integrate well with the rest of the school.

The curriculum is taught more effectively in key stages 4 and 5. Students in the sixth form recall what they have learned and can apply this learning in different contexts.

Pupils who have fallen behind with their reading get help to become more fluent readers.

Pupils in key stage 3 read regularly in tutor time. However, this is not done consistently well and so does not ensure that all pupils learn new vocabulary and develop their confidence as readers.

The school identified that pupils' behaviour was not good enough.

There are now clear systems to help teachers to manage pupils' behaviour. However, not all staff use these systems to ensure that pupils meet the expectations set for them. Pupils' learning is disrupted by the behaviour of their peers, including those who arrive late to lessons.

The school adapts the curriculum to ensure that it prepares pupils for life in modern Britain. For example, there has been a recent increase in the time pupils have to study different religions. Pupils learn about personal, social, health and citizenship (in PSHCE), partly delivered through 'values' lessons.

The school helps pupils and their parents understand how to stay safe.

Pupils learn about careers and further education. Sixth-form students are supported well in planning their destinations after they leave school.

Younger pupils would appreciate more information on careers options and how subject choices link to them.

The school has already made significant changes, with the aim of improving the quality of education and pupils' behaviour. This work is at an early stage.

It has not yet brought about the improvements that leaders intend.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Low-level disruption is not managed well enough.

As a result, it persists and learning time is lost. The school and trust must ensure that staff manage low-level disruption consistently. ? The curriculum is not taught consistently well.

Pupils do not learn well. Many cannot remember what they have been taught. The school and trust need to make sure that teaching is effective so that pupils know and remember more.

• Staff do not always adapt learning well enough to meet the learning needs of pupils with SEND. Pupils with SEND do not achieve as well as they could. The school and trust must ensure that staff know how to successfully adapt the curriculum to meet pupils' needs.

• The school's monitoring and evaluation of the quality of provision is not yet strong enough. As a result, it does not always have a clear and coherent picture of all aspects of the school. The trust needs to develop systems that enable the school to have a more thorough view of all aspects of its provision.

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