Sidmouth College

Highlights from Latest Inspection

Outcome

Sidmouth College continues to be a good school.

What is it like to attend this school?

Pupils say the school has a strong 'community feel'. They feel they are well supported by their teachers. Pupils, staff and the community are proud of the school and about their achievements.

Leaders have high expectations of pupils. Behaviour in lessons is good and pupils focus on their learning well. There is a broad range of subjects for pupils to study at key stages 4 and 5.

All pupils study religious education in key stage 4. This gives pupils a wider view of the world beyond their local experiences.

Pupils say they are listened to.

They have opportunities to lead.... Leaders respond to feedback. For example, they have introduced an A-level politics course as a result of requests from pupils.

Pupils feel safe at school. There are good relationships between pupils and staff. Pupils appreciate that staff help them with their concerns.

Pupils are well informed about mental well-being and know how to look after themselves and seek help if needed. Pupils say bullying rarely happens. When it happens, it is dealt with promptly.

Following on from the restrictions caused by the pandemic, leaders are rebuilding a wide programme of enrichment. There are many opportunities, especially in sports and performing arts.

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

Leaders have a clear intent for the curriculum.

This forms the bedrock for subjects. Leaders have worked closely with primary schools to understand what pupils have learned. They have used this knowledge to adapt their curriculum.

Teachers review the curriculum regularly and plan to address the gaps in pupils' knowledge. Most subject leaders have identified the key knowledge and skills they want pupils to learn. However, in some subjects this is still being developed so that teachers can understand the specific knowledge to teach to pupils.

The proportion of pupils entered for the range of qualifications that make up the English Baccalaureate has decreased. This is because languages have not had the same uptake as previously. Leaders understand this and have taken action to improve it.

The number of pupils joining the sixth form has increased. Students say they choose to study at the school because they feel supported, and teachers are 'always there' for them. The school offers a choice of A-level subjects and the curriculum has been carefully planned.

Reading is a priority for leaders. The library is central to their work to promote a love of reading. There is support for pupils who are in the early stages of learning to read that focuses on reading for pleasure and provides some phonics teaching.

Literacy support is structured and prepares pupils for the content they are learning next. Leaders are ambitious to develop literacy support further, with a focus on improving pupils' vocabulary.

Pupils with special educational needs and/or disabilities (SEND) receive effective support.

Teachers are knowledgeable about pupils' individual needs and make adaptations as necessary. Leaders have looked at provision for pupils with SEND through every aspect of the school development plan. Teachers say they receive helpful training and are confident in supporting these pupils.

The personal, social and health education programme is extensive and delivered by subject specialists. Leaders have considered the needs of the pupils in planning the curriculum. For example, pupils learn about healthy relationships.

Teachers are skilled at having sensitive conversations with pupils that support this aspect of their personal development.

There is also a well-established careers programme for all pupils. Pupils look at career pathways in each subject.

Sixth-form students go on to attend a range of universities and destinations.

There is a wide range of enrichment activities to further promote pupils' personal development. Leaders track attendance but do not yet have enough data to understand which pupils are engaging with clubs and activities.

Sixth-form students say they have many opportunities for wider development. This includes the long-held tradition of the annual 'Christmas tree carry' in the local town.

Everyone understands how leaders monitor pupils' behaviour and what the expectations are.

Leaders are tenacious in their work to support pupils' behaviour. Attendance has reduced since the start of the pandemic. There are diligent plans in place to safeguard pupils who have elected to be home educated.

Leaders are working on early help intervention to support pupils who are struggling to return to school full time.

Leaders listen carefully to all stakeholders. They respond to staff welfare surveys promptly.

Teachers say that their training is well planned, and they receive the development they need. Newer teachers say they are well supported, and the in-house training they receive is aligned with external providers. Governors are experienced and knowledgeable about the school.

They ask leaders challenging questions and provide the right amount of support to leaders too.

Safeguarding

The arrangements for safeguarding are effective.

The safeguarding team is experienced and vigilant.

Designated safeguarding leaders are well trained and very knowledgeable. Pupils and staff know how to report concerns and do so promptly. Leaders have established good relationships with others in the community to help keep pupils safe.

For example, they actively work with local healthcare providers. As a result, pupils who need help are well supported and relationships with families are good. Leaders have focused on understanding and promoting mental well-being.

The school has achieved the Carnegie Gold Mental Health Award.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not fully identified the key knowledge they want pupils to learn. Teachers know what is being taught and what the end goal is but are refining the specific knowledge to be taught.

Leaders should continue with this work and be explicit with all stakeholders about the key knowledge that pupils will be assessed on. ? As a result of the pandemic, some pupils have not yet returned fully to the school. There are also pupils who are not able to maintain their attendance.

This means that some pupils' attendance is not yet good enough. Leaders should continue to develop the planned early-help interventions to support pupils in their return to school.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in February 2012.