Ivybridge Community College

Highlights from Latest Inspection

What is it like to attend this school?

Through the curriculum, pupils develop strong knowledge and skills in a breadth of subjects. Leaders have established a wide array of subjects, such as criminology, sociology, drama and dance. Pupils embrace the opportunities at the school to enrich their knowledge and understanding of the world through clubs and activities.

For example, pupils enhance their skills and techniques in gymnastics, drama and music to a very high level.

Pupils are proud to attend Ivybridge. There is a calm, purposeful learning environment throughout the school.

In class, pupils are attentive, aspiring to achieve well. There are rare instances of pupils misbehaving during breaktime... and lunchtime. Most pupils state that bullying is not an issue at the school.

Pupils told inspectors that staff resolve issues quickly if they occur.

Sixth-form students are very appreciative of the opportunities offered at the school. The curriculum enables them to study a breadth of subjects as well as prepare them for life beyond school.

Students volunteer for charities and gain valuable work experience.

The support for pupils with special educational needs and/or disabilities (SEND) is variable. Leaders have revised the provision for pupils with SEND extensively and it is embedding throughout the curriculum.

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

Leaders are very reflective. At all levels, they drive improvements to the quality of education with commitment and understanding. Governors share leaders' quest to ensure the academic, social and emotional success of all pupils.

Leaders have constructed a very broad curriculum. This is tailored to meet the evolving needs and interests of pupils. Leaders are accurate in their identification of areas to improve and act swiftly and appropriately.

Curriculum leaders are well supported to revise the teaching and learning of their subjects. The mathematics and geography curriculums are examples of excellence. In these subjects, pupils develop exceptionally strong knowledge and achieve well above national figures at the end of key stage 4.

However, leaders know that a few subject curriculums could be further strengthened to ensure that they meet these exacting standards. For example, leaders have revised the modern foreign languages curriculum to strengthen pupils' knowledge at key stage 3 with emerging success.

Leaders are improving the quality of teaching and learning.

Staff receive high-quality training, enabling them to reflect on and hone their teaching. Pupils recognise this in the teaching they receive. Pupils take pride in their work.

Teachers address pupils' misunderstandings well. Teachers focus on securing pupils' knowledge and skills so that they can move on to more complex concepts.Leaders have created an exciting suite of extra-curricular options.

Parents and carers, in the online questionnaire Parent View, were overwhelmingly positive about this provision. Leaders reflect on and improve this provision year on year. Pupils can select from a range of activities, such as trips to the battlefields in Belgium or London theatres.

Pupils also experience the natural wonder of Dartmoor through outdoor learning. Sporting opportunities are manifold. Leaders and staff ensure that all pupils have access to sport.

For example, gymnasts of all abilities have many opportunities to develop their skills

Leaders and staff prioritise reading across the curriculum. The library is well-resourced, and pupils enjoy reading.

Leaders are acutely aware of the potential barriers facing disadvantaged pupils.

They tailor support so that pupils can access the curriculum successfully and confidently. Sixth-form students mentor Year 11 disadvantaged pupils to raise aspirations and help them with their study skills.

Leaders have identified inconsistencies in the provision for pupils with SEND.

They have revised the ways in which leaders, teachers, parents and pupils work together. As a result, leaders are resolving the inconsistencies in the quality of education for pupils with SEND.

In the sixth form, students can study a wide range of subjects.

The quality of teaching and learning is enabling students to achieve well. Students receive highly effective guidance regarding their next steps into higher or further education, work or apprenticeships. Consequently, the proportion of sixth-form students entering work or continuing in education is above the national figure.

The curriculum supports pupils' social and emotional development well. Pupils learn about the importance of democracy and citizenship. Many pupils take on important roles and responsibilities.

Leaders pay great attention to the well-being of pupils and staff. Pupils discuss issues of great political and social relevance such as social media and addiction with insight. Staff told inspectors that they felt well supported in the school and were proud to work there.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are vigilant in ensuring the physical and emotional safety of pupils. They provide staff with up-to-date safeguarding training to help them identify whether a pupil may be at risk.

Staff pass any concerns about pupils' well-being to safeguarding leaders swiftly and appropriately. Leaders are tenacious in ensuring that pupils at risk receive the best possible support. Leaders keep detailed records of their work, enabling them to track actions to help keep pupils safe.

Leaders make sure that the school's recruitment procedures are fit for purpose. Pupils feel well cared for.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In some subjects, curriculum changes have not been implemented as effectively as in others.

This means pupils' learning can vary across the curriculum as a whole. Leaders need to ensure that the teaching and learning in all subjects are as coherent and well sequenced as in mathematics and geography. .

The provision for pupils with SEND is too variable. This has an impact on some of these pupils' learning. Leaders need to ensure that teaching supports the best possible education for pupils with SEND more consistently.