Felpham Community College

Highlights from Latest Inspection

Outcome

Felpham Community College has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

This is a large school where everyone is encouraged to take part in a huge range of exciting extra-curricular activities. Sixth-form students set an excellent example for younger pupils.

The rights of the individual are respected and celebrated.

School staff are very caring. They make especially strong efforts to include pupils with special educational needs and/or disabilities (SEND) in all aspects of school life.

Many parents hold the school in high regard. One parent summed up the views of many by saying, '...It's a big school with a big heart.'

It took the school time to recover from disruption caused by the COVID-19 pandemic.

High expectations of pupil behaviour are now paying dividends. There is positive conduct in lessons and around the site. The school deals well with any bullying and pupils say it is not a problem at Felpham.

Pupils enjoy school and feel safe. Staff make sure that help is available if pupils need it.

The school has high expectations for all its pupils' academic work.

Many do well as a result. However, in some subjects, some pupils are not sufficiently supported and have not achieved as highly as they might.

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

There has been a marked improvement in standards in the past year.

In 2023, some pupils and sixth-form students performed less well than they should have done in public examinations. The school has since raised the bar for the quality of teaching. Most pupils now learn better and remember much more of their curriculum.

The governing body sets high expectations of itself and the school. Leaders at all levels and staff are similarly dedicated. Pupils now benefit from a broad curriculum offer.

The curriculum is ambitious. The number of pupils taking the English Baccalaureate (EBacc) is increasing. It is, however, still below the government's national ambition for schools.

The school has introduced a programme to help teachers deliver the curriculum more consistently. It brings together strategies that they know work for their pupils. Most teachers use it well.

Pupils usually learn the specialist vocabulary they need to explore their learning. Teachers often promote deep thinking and check carefully what pupils have understood. In many subjects, pupils develop detailed knowledge of the curriculum.

For example, in religious education, sixth-form students hold impressive philosophical debates. In English, key stage 4 pupils can explain the nuances of Victorian literature.

Sometimes, staff do not implement these strategies equally well in all subjects.

For instance, misconceptions are not routinely addressed in a timely way. Occasionally, teachers do not ensure that pupils use any feedback to improve their work. In those situations, pupils do not always have the secure knowledge they need for the next stage of the curriculum.

Sometimes, the work set is too easy. It does not allow all pupils enough opportunity to explore ideas in sufficient depth. It does not teach all pupils enough of the specialist language they need.

This means some pupils learn less than they might and achieve less well.

The school successfully supports pupils who attained less well in primary school. Staff ensure that these pupils gain the support they need.

Expert staff meticulously identify the needs of pupils with SEND. These pupils are supported well so they flourish. Pupils who are behind with their reading skills get very effective help that supports their learning across the curriculum.

In recent years, pupils did not attend school regularly enough. Impressive strategies to raise attendance are now working very well. Pupils' attitudes to learning are increasingly positive.

They want to be in school. All groups of pupils, including those from disadvantaged backgrounds, are attending much better.

The school provides a superb provision to support pupils' wider development.

There is an exceptionally wide range of extra-curricular activities and clubs. The school ensures that everybody can take part, including pupils from disadvantaged backgrounds. Sixth-form students set the tone in the school as responsible leaders and citizens.

Pupils respect each other's rights and backgrounds. Pupils and students receive expert, independent guidance for future careers. The school ensures that pupils know how to keep themselves safe and healthy, including any risks from being online.

Governors and leaders take care to support their staff. They consider workload when they make reforms. Staff receive good-quality training and feel valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Strategies to help pupils learn the intended curriculum have not been equally well implemented across all subject areas. Staff do not identify gaps and address misconceptions in pupils' knowledge equally well across all subject areas.

Pupils have achieved less well as a result. The school needs to ensure that all teachers routinely address any gaps that pupils have in their subject knowledge so they can better achieve the aims of the curriculum. ? The work given to some pupils in lessons does not always give them the opportunity to deepen their knowledge and understanding of the subjects they study.

It is sometimes too easy or not extensive enough. As a result, those pupils learn less and do not achieve as highly as they could. The school should ensure that all pupils complete work which enables them to achieve the aims and ambition of the curriculum.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in March 2019.