Cullompton Community College, located in Cullompton, Devon, was inspected on 13 and 14 September 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across various aspects including the quality of education, behavior and attitudes, personal development, and leadership and management. The school has maintained its good rating since the previous inspection in March 2017.
The school fosters warm and respectful relationships between staff and pupils, creating an environment where students feel safe and enjoy attending. Leaders demonstrate a commitment to high expectations for both learning and personal development. Pupils actively contribute to school life through various leadership roles, such as captains and prefects, and express pride in their responsibilities. The school encourages pupils to voice their ideas, which are often acted upon by staff.
Pupil behavior is generally positive, with appropriate support provided for those needing assistance. However, there are instances where teaching does not fully meet the needs of all pupils, which can hinder their learning and attitudes towards education. The school offers a diverse range of clubs and societies, empowering pupils to lead initiatives that promote awareness of global issues and well-being. Bullying is reported as rare, and when it occurs, the school addresses it effectively.
The curriculum is well-structured, outlining what pupils should learn and building on prior knowledge. Leaders regularly review and adapt the curriculum to ensure it prepares pupils for future educational stages. The English Baccalaureate is central to the curriculum for key stage four, and improvements in key stage three teaching are evident. Teachers are knowledgeable in their subjects and employ effective teaching strategies, although there is room for improvement in using assessment data to inform future planning.
While leaders provide useful information to support teachers in meeting the needs of all pupils, some students, particularly those with special educational needs and disabilities or those who are disadvantaged, may not receive adequate support. This can lead to a minority of pupils not achieving their full potential and displaying less positive attitudes towards learning. The school has implemented support for early-stage readers, but this has not consistently improved fluency and accuracy, impacting their ability to engage with the wider curriculum.
The personal, social, health, and economic education curriculum is detailed and aims to equip pupils with an understanding of relationships and safety. However, its implementation can vary, and recent changes have been made to enhance delivery. Pupils receive effective careers guidance and participate in meaningful work experience, preparing them for future education, employment, or training.
Governors maintain a clear vision for educational quality and hold leaders accountable while providing support that enhances the school's effectiveness. Leaders are mindful of staff workload and well-being, offering support to new teachers.
The safeguarding arrangements are effective, with leaders dedicated to securing necessary support for pupils. Staff are trained to identify at-risk students, and safeguarding is prioritized within the curriculum. The school has policies in place to raise awareness of issues such as sexual harassment and online abuse.
To improve, the school must ensure that teaching consistently meets the needs of all pupils, particularly those who struggle. Additionally, the early reading curriculum requires enhancement to ensure all pupils develop the foundational skills necessary for future learning.
