Newton Abbot College

Highlights from Latest Inspection

What is it like to attend this school?

Newton Abbot College is determined that all pupils should leave the school well prepared for their adult lives.

The school, with the support of the trust, has reviewed the curriculum to ensure that it is broad and ambitious. This has raised outcomes for pupils and sixth-form students. The school understands the importance of continuing to support pupils to achieve well across all areas of the curriculum.

The school has high expectations for pupils' conduct both in and out of lessons. Pupils and staff appreciate the clarity and fairness of the systems used to address any incidents of poor behaviour. The school provides individuals with the support that they need to imp...rove their behaviour so that incidents are not repeated.

As a result, the school is calm. Pupils and staff have positive relationships with each other that mean pupils feel safe.

The school offers a variety of extra-curricular activities that pupils increasingly take advantage of.

Clubs such as the 'train club', water polo and sign language develop pupils' interests. School productions bring pupils together to develop their talents. Pupils feel heard by adults and appreciate that changes are made because of their feedback.

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

Each subject has set out the important knowledge that pupils will learn and when. Staff are well trained to teach the curriculum and check that pupils have understood their learning. Opportunities to revisit topics mean that pupils generally recall their learning well over time.

For example, pupils develop a more sophisticated understanding of colour theory in art. However, pupils do not have regular opportunities to discuss their learning with others. This is hindering their ability to debate issues or deepen their understanding of the more complex topics.

The school quickly identifies the needs of pupils with special educational needs and/or disabilities. Teachers know pupils well and use their knowledge of pupils' individual needs to adapt the curriculum effectively. Pupils receive additional support when required.

For example, through the recently opened Rosehill Learning Hub. As a result, the school is inclusive and disadvantaged pupils learn as well as their peers.

The school has selected a list of books for pupils and sixth-form students to share to encourage them to read more widely.

These explore a range of themes and introduce different cultures. The weakest readers are supported to develop their confidence and fluency. This means that all pupils can access the academic texts they are introduced to across the curriculum.

Attendance is a school and trust priority. Leaders communicate their high expectations for attendance with pupils and families. The school now closely tracks the attendance of all pupils.

This ensures that there is now more timely and appropriate support put in place than previously. This has resulted in some improvements in attendance and a reduction in persistent absence.

The school's 'values' curriculum supports pupils of all ages to learn about life in modern Britain and their own place within it.

It includes opportunities to consider different religious and moral viewpoints. Pupils are taught how to look after their own health and keep safe, including online. They develop an age-appropriate understanding about healthy relationships.

Pupils are confident in their understanding of the fundamental British values. They can relate them to the school values and their own lives. The school regularly reviews this curriculum to include topics that are relevant to pupils' own experiences.

For example, addressing concerns about vaping.

Pupils understand the importance of tolerance and respect. For example, they recognise the protected characteristics and why they are important within an inclusive society.

Bullying is never tolerated by the school. Pupils are confident to report concerns. The anti-bullying ambassadors provide peer support and lead assemblies for younger pupils.

Pupils in all year groups receive impartial careers information, advice and guidance. This means that they learn about the world of work, including apprenticeships. Sixth-form students receive support for higher education applications.

This means that pupils move on to destinations that align with their future goals.

There have been recent changes made to improve the curriculum and raise expectations of pupils. During this period the school and trust have been considerate of the workload and well-being of staff.

Many of the changes are already beginning to lead to improvements, such as with attendance and behaviour. However, until these plans are fully embedded, they are not able to have the maximum intended positive impact for young people.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects teaching does not ensure that pupils get sufficient opportunity to discuss their learning with others. This hinders their ability to debate and deepen their understanding about complex issues and concepts. The school should further embed strategies to help pupils and students to develop their oracy skills and provide them with greater opportunities for discussion and debate.

• The school has implemented many changes to improve the quality of provision. However, some of these are recent and require further embedding. The school should ensure that the ongoing plans are implemented, monitored and reviewed to provide leaders and those responsible for governance with assurances that they are having the desired impact.