Exmouth Community College

Highlights from Latest Inspection

What is it like to attend this school?

Exmouth Community school is a large, split-site school. Pupils move across the whole site for their lessons. At these times, most pupils conduct themselves well.

Pupils feel safe in school. However, a few pupils do not behave appropriately at these times. The school has raised the expectations for pupils.

They have changed structures to support this. Pupils say this is starting to have a positive effect. Most pupils understand and respect the changes.

When pupils have a concern, they know who they can speak to. The school provides different ways for pupils to report their concerns, including an online 'worry' button. Some pupils feel other pupils are not alwa...ys respectful towards one another.

When pupils report bullying or inappropriate language, the school follows this up.

Pupils participate in a broad range of extra-curricular activities. The school is encouraging more pupils to take up opportunities.

This includes many sports, the Duke of Edinburgh Award scheme and a range of performance and orchestral groups. The house band meet weekly to perform. Pupils relished their involvement in a recent school production of 'Matilda'.

The school has recently enhanced the leadership roles it offers to pupils. Sixth-form students take roles as student ambassadors and contribute to the wider school community.

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

The school has planned a broad curriculum.

Subject areas have developed different phases of their curriculum. Recent work to develop the curriculum, especially at key stage 3, has ensured that it is now carefully planned and sequenced. In the sixth form, the programmes of study are ambitious.

The school has a clear understanding about which parts of the curriculum now need to develop further.

Teachers plan for pupils to regularly recall and revisit their learning. Yet, in some subjects there is a lack of expertise in implementing the curriculum.

When this happens, teachers do not know how well pupils understand what they have learned, and pupils are not able to recall their learning.

Teachers provide models and structures to support pupils with their work. This is helpful, especially for pupils with special educational needs and/or disabilities (SEND).

The school has improved the information teachers receive to support pupils. However, planning and adaptation to support pupils with SEND sometimes still lacks precision. As a result, some pupils with SEND do not get the appropriate support they need in a timely way.

In lessons, pupils behave well. They listen and follow instructions. They know teachers want them to do well and they understand teachers' expectations.

Even so, when the curriculum is not implemented effectively, pupils are compliant but not well motivated.

The school is ambitious for pupils to read widely. Pupils read daily.

They understand the expectations of the school to read. The school checks carefully to know the reading needs of pupils. For those pupils in the early stages of learning to read, the school plans support to develop fluency and phonic knowledge.

Through the personal development programme, the school plans for pupils to have a broad range of experiences and develop their independence. The personal, social and health education curriculum is well considered. For example, 'Lesson 42', a weekly lesson about relationships and well-being, helps pupils' social and moral development.

In the sixth form, students learn about student finance and budgeting in preparation for their next step. Pupils are well prepared for the next stages of their education. Career focused weeks spotlight careers throughout the curriculum.

In the sixth form, students apply for a wide range of work experience, including placements in health, ecological sites and law firms.

The school ensures all sixth-form students are well supported to complete their courses. It helps students to overcome any barriers to their learning.

The school provides nurturing support and education to help all pupils understand how to manage their mental health.

The school has been through a period of change in recent years with new leadership and appointments at different levels. There has been a re-setting of the school vision.

Working with external professionals, governors and school leaders evaluate and identify next steps for the school thoroughly. Leaders communicate the school priorities clearly to all.

Some parents and pupils raise concern about the culture of some behaviour in the school.

However, work has begun in earnest to put in practices to build a more sustained positive culture across the whole school. There is now positivity from staff, parents and pupils about the early impact of this work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although leaders have developed the curriculum rapidly, some parts of the curriculum are not well implemented. When this happens, pupils struggle to retain and remember their learning. The school needs to ensure staff are supported with the knowledge and expertise they need to deliver the full curriculum.

Adaptations to support pupils with SEND are not applied effectively across the curriculum. As a result, some pupils with SEND do not learn the curriculum well. The school must make sure appropriate adaptation is in place, so pupils with SEND are better supported with their learning.

• Leaders have recently raised expectations of pupils' behaviour, but new systems need time to be fully embedded. As a result, although pupils' conduct has improved in lessons, some pupils still do not behave well at social times and when moving around the school. The school needs to make sure the new systems are consistently implemented.

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