South Dartmoor Community College

Highlights from Latest Inspection

What is it like to attend this school?

South Dartmoor Community College is ambitious that all pupils are well prepared for their future studies.

The school, with the support of the trust, has raised examination outcomes for pupils and sixth-form students. The school understands the importance of continuing to support disadvantaged pupils to achieve as well as their peers.

The school has high expectations for pupils' conduct.

There are clear consequences and support if a pupil's behaviour does not meet these. Pupils appreciate this clarity and fairness. Pupils and staff have positive and respectful relationships which mean that pupils feel safe.

As a result, the school is calm and pupils c...an focus on learning.

The school encourages pupils to widen their experiences and develop their interests. For example, school productions bring the school community together to display creative talents.

The new 'Reach' programme for pupils in Years 7 to 9 includes a rich selection of activities such as art, mindfulness and animal husbandry. Sport and outdoor activities are particularly popular with pupils of all ages. The Duke of Edinburgh's Award and Ten Tors provide physical challenges and develop leadership skills.

Pupils enjoyed their involvement in designing the new school uniform with leaders.

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

There has been an extensive review of the curriculum to ensure that it remains broad for all pupils. The school has worked with trust leaders to develop the Westcountry Schools Trust curriculum.

All year groups are now following this curriculum, which is preparing them well for the next stage of their studies. The school provides opportunities for pupils to study the GCSE qualifications that form the English Baccalaureate. Currently, the number of pupils completing this is low, but leaders are considering how to raise this further.

In most subjects, leaders have set out the important knowledge that pupils will learn. Formal assessments check pupils' recall and provide the feedback they need to improve their work. However, between these formal assessments, there is sometimes insufficient checking of pupils' knowledge and understanding.

Without this, teachers do not have the information they need to adapt the curriculum to meet the needs of all pupils. For example, if a gap in a pupil's knowledge is not identified and resolved it can hinder their ability to learn future topics. Equally, pupils who have already grasped concepts may not move to more complex ideas swiftly enough.

Reading is important at this school. Those who need support with reading receive this. This builds their confidence and fluency.

The school reading curriculum includes a wide range of books to promote an enjoyment of reading. Each text has been deliberately chosen to interest pupils or develop their understanding of the modern world. Dedicated vocabulary work each Friday helps pupils in Years 7 to 9 widen their own vocabulary in their written work.

Adults in school quickly identify the individual needs of pupils. These are clearly communicated with all staff so that they can make the adaptations for pupils. The specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision), 'The CAIRB', provides a bespoke package of support for some pupils.

Pupils learn the curriculum and engage in the life of the school alongside their peers.

Attendance is a school and trust priority. The school and sixth form actively promote the importance of regular attendance.

It seeks to work with pupils and their families to provide the individual support needed for pupils to attend school. As a result, the school is beginning to see improvements in attendance and a reduction in persistent absence.

The school's personal development curriculum prepares pupils and students in the sixth form for adult life.

For example, pupils learn about healthy relationships and how to look after their mental and physical health. Pupils experience the world of work through assemblies and careers fairs. Impartial careers advice guides pupils' next steps.

Leaders regularly review the curriculum to ensure that it addresses topics relevant to the lives of their pupils. For example, the school's recent work to highlight the unacceptable nature of misogynistic language. Pupils are proud that their school is inclusive and know that bullying is not tolerated.

Leaders have taken great care to consider the workload and well-being of staff when implementing changes and improvements. They have invested in ongoing professional development for staff so that they have the skills they need to deliver the new curriculum. The school warmly welcomes teachers early in their career into the profession.

Those responsible for governance at the school and trust are continuing to develop systems to check that all areas of school life are working as well as they intend.

Staff share leaders' vision to provide a high-quality education to all pupils. Parents have great confidence in the school and overwhelmingly recommend it to others.

They recognise the improvements and appreciate how the community is encouraged to be involved in school life.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' use of assessment is occasionally not precise enough.

In some cases, learning is moved on before pupils have grasped the foundational knowledge that they need. In other cases, pupils are not introduced to new content quickly enough. The trust should ensure that assessment supports teachers to accurately evaluate pupils' current understanding of the curriculum to inform their future planning.