St Cuthbert Mayne School, located in Torquay, Devon, underwent an inspection on March 21 and 22, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behavior and attitudes also marked as requiring improvement. However, the personal development, leadership and management, and sixth-form provision were rated as good. The school has a history of good performance, with its previous inspection also yielding a good rating.
The school is described as welcoming and inclusive, offering an ambitious curriculum in most subjects. Pupils generally learn and retain information well, although this is not consistent across all subjects, leading to some pupils not achieving their potential. In the sixth form, students report enjoying their lessons and learning effectively. While many pupils exhibit good behavior, some do not meet the high expectations set by the school, and attendance rates are a concern, with too many pupils not attending regularly enough, which disrupts their learning.
Pupils participate in various enriching trips and activities, and sixth-form students express pride in their school, appreciating the support from teachers. Teachers encourage discussions on important issues, including mental health and well-being. The curriculum is well-structured in most subjects, with leaders carefully considering what pupils need to learn and when. However, the delivery of the curriculum is inconsistent, affecting pupils' learning experiences. Some teaching effectively checks pupils' understanding, leading to stronger progression, but this is not uniform across all subjects. A significant number of pupils in key stage four do not follow English Baccalaureate subjects, with few learning a language.
In the sixth form, students progress effectively through a consistently well-delivered curriculum, receiving good support for retaking English and mathematics qualifications. Pupils read regularly, which supports their cultural development, but some struggle with difficult vocabulary, particularly during tutor time reading. Leaders maintain high expectations for behavior and punctuality, intervening when these expectations are not met. However, some pupils continue to disrupt learning, and bullying is not always reported due to concerns about peer reactions. The school has appointed anti-bullying ambassadors to help address this issue.
Leaders prioritize personal development, teaching pupils about respect and safety. However, the delivery of this curriculum does not always reinforce retention of important messages, particularly regarding healthy relationships. Pupils enjoy memorable trips and a variety of extracurricular opportunities, including the Duke of Edinburgh’s Award and sports. The school ensures that all pupils, including disadvantaged ones, participate in these activities.
The careers program is strong, providing pupils with information about post-16 and post-18 options, and sixth-form students receive support for university and apprenticeship applications. Pupils with special educational needs and disabilities are well-supported, although teaching does not always ensure they retain knowledge over time. Leaders work with a strong sense of moral purpose and welcome external support to improve curriculum quality and staff development. The school has faced challenges since the COVID-19 pandemic but is aware of the steps needed for continued improvement.
The safeguarding arrangements are effective, with a culture of safety and regular staff training. The safeguarding team collaborates with other leaders to educate pupils about community risks. The school employs safer recruitment practices. To improve, the school must ensure the effective delivery of the intended curriculum, broaden the range of subjects for key stage four pupils, and address low attendance rates through effective interventions.
