The Ilfracombe Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school's values of hope, kindness, courage, integrity, trust, respect, responsibility and resilience are well known to staff and pupils. They are reflected well in the personal development curriculum.

Students in the sixth form are positive about their experiences, including the quality of the learning environment and the teaching they receive. They develop a deep understanding of their subjects and achieve well. Pupils in key stages 3 and 4 learn a broad range of subjects, but the curriculum and how it is assessed does not always help pupils to learn effectively.

Pupils mostly behave well towards each other and to staff. Pupils can usually get on with their learn...ing. However, there has been a rise in suspensions, especially among pupils with special educational needs and/or disabilities (SEND).

Leaders are taking action to address this, but this has yet to have an impact.

Some pupils are concerned about bullying. While staff deal with bullying, pupils are not always confident that it stops.

Too many pupils are regularly absent from school, which impacts negatively on their learning.

Pupils value the work of the pastoral team. Staff provide useful advice to help pupils manage concerns and to support their well-being.

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

Leaders have designed a curriculum with the intention that it supports the school's aim to prepare pupils for 'life in its fullness'. Pupils learn a range of subjects, both academic and vocational, with this aim in mind. However, the curriculum does not always help pupils to build knowledge over time, so it does not have the desired impact.

While pupils are supported to learn examination techniques, they do not always have the secure knowledge needed to perform well. Leaders have not clearly identified curriculum goals for pupils at each step from Year 7 to GCSE.

Students in the sixth form are taught well.

Teaching in the sixth form encourages rich discussion of important knowledge. Students appreciate the support teachers give them. They are well prepared for their next steps.

Leaders ensure that there are formal checks on pupils' learning, such as assessments, which requires pupils to recall content they have studied. However, pupils are not always able to recall and explain their learning. Teaching does not use assessment well to check that pupils are securely learning new content.

This means that gaps in knowledge and the reasons for these are not always understood.

Leaders have responded to published outcomes in core subjects that indicate pupils' progress has been below national averages. They have begun to address this by making changes to the curriculum, such as developments to the mathematics curriculum and a reading strategy to improve the school's reading culture.

To support pupils learning and encourage pupils to work independently, leaders have introduced after-school 'prep'. This does not yet have the intended impact, as the quality or accuracy of pupils' learning sometimes goes unchecked.

Leaders identify pupils with SEND and share strategies with staff to support pupils' learning.

When this information is used well, pupils with SEND develop their knowledge and confidence. However, this is not always the case. Sometimes, teaching is not adapted well, so pupils with SEND do not always gain the knowledge and understanding they need to become confident learners.

Pupils understand the school's expectations for behaviour. However, pupils with SEND appear more frequently in behaviour records than their peers. Pupils do not attend well.

Leaders have developed new approaches to improve attendance. However, the number of pupils who are persistently absent continues to be high. This means they miss valuable learning, which affects their outcomes.

Leaders have created a personal development programme that reflects the school's religious character. Pupils learn about important issues such as relationships and positive mental and physical health. Leaders have carefully mapped spiritual, moral, social and cultural themes so that these are taught throughout the curriculum.

This supports the development of pupils' characters. Pupils in Year 10 undertake work experience that provides a greater understanding of career opportunities and workplace skills. Students in the sixth form benefit from careers guidance, which draws upon the experience of former students and provides useful advice about opportunities for work or study beyond school.

Governors understand their roles and the school's strategic aims. They also understand the challenges for the school and support leaders in school improvement. However, parents do not always understand leaders' reasons and the intended aims of school improvement.

They would appreciate greater communication.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained to identify pupils at risk of harm.

The safeguarding team ensures that pupils receive support. When necessary, the team secures appropriate support from outside agencies. Leaders put the needs of pupils first and work hard with other agencies to ensure the most vulnerable are supported.

Leaders ensure that pupils are aware of risks and how to keep safe, including when online. The school's programme for personal development helps pupils to understand what healthy relationships look like.

Leaders have appropriate systems in place to manage the recruitment of staff safely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not always used effectively. It does not help pupils to improve their knowledge, skills and understanding. Leaders should ensure that assessment is more effective in identifying knowledge gaps and their causes.

This is so staff understand how the curriculum and teaching can be adapted so that pupils learn more effectively. ? Pupils with SEND do not always learn effectively, and they appear more frequently in behaviour records than their peers. While leaders are improving the resourcing and support for pupils with SEND, they need to ensure that this has demonstrable impact.

• A significant minority of pupils do not attend well and are persistently absent from school. This hinders their learning, and they do not achieve well. Leaders should strengthen systems to deal with non-attendance so that attendance improves.