Ofsted conducted a short inspection of Tiverton High School on 23 January 2019, following its previous judgment of good in July 2015. The inspection team, led by Ofsted inspectors, found that the school continues to maintain a good quality of education. The leadership team, under the headteacher, has worked diligently to foster an inclusive environment that benefits both pupils and the local community. Since her appointment in 2016, the headteacher has demonstrated a clear understanding of the school’s strengths and weaknesses, driving improvements with a focus on raising standards for all pupils. The positive culture established within the school is appreciated by both staff and students.
The quality of teaching has remained a priority since the last inspection, with a strong emphasis on staff development and training. This focus has positively impacted pupil progress across the school. Middle leaders and teachers have become more accountable for their performance, contributing to a shared sense of purpose. The headteacher’s commitment to individual pupil needs is evident, as she emphasizes the importance of working directly with students rather than solely relying on data.
The school has made significant strides in addressing the needs of disadvantaged pupils, ensuring that all staff share responsibility for their progress. This has led to improvements in both achievement and attendance for these pupils, although further work is needed to align their outcomes with those of their peers nationally. Safeguarding measures are effective, with all arrangements meeting requirements and ensuring a safe environment for pupils. The school community is proactive in addressing local issues, and pupils are well-informed about safeguarding risks.
The inspection findings indicate that the leadership team has a clear understanding of the school’s performance and areas for improvement. The inspectors noted that the progress and attendance of disadvantaged pupils, particularly those with above-average attainment in English and mathematics, were key areas of focus. Observations in lessons and assessments confirm that there is no significant difference in the work of disadvantaged pupils compared to their peers. Attendance has improved, and the number of persistently absent pupils has decreased.
The school has also successfully reduced the number of exclusions, with a notable decline in fixed-term exclusions since 2016. The new behavior policy, emphasizing high-quality teaching, is expected to further decrease exclusions. The curriculum is being reshaped to better meet the needs of all pupils, including the most able, with new vocational courses and opportunities for studying separate sciences. The introduction of ‘Learning Journeys’ has been positively received and contributes to a coherent curriculum.
Provision for pupils with special educational needs and disabilities is strong, with a focus on identifying and meeting individual needs. The commitment of governors, leaders, and staff to the school’s future is evident, with regular training and excellent relationships fostering a supportive environment. The majority of parents who participated in the Parent View survey expressed their willingness to recommend the school to others.
Moving forward, the school leadership is encouraged to build on successful attendance improvement measures to ensure regular attendance for all pupils and to accelerate the progress of disadvantaged and most able pupils to match the best performance within the school. The overall findings reflect a school that is committed to continuous improvement and the well-being of its students.
