Robertsbridge Community College, located in East Sussex, has recently undergone an inspection that has raised significant concerns regarding its overall effectiveness. The inspection, conducted on April 23 and 24, 2024, resulted in an overall rating of inadequate, a stark contrast to its previous grade of good. The quality of education, behavior and attitudes, and leadership and management were all rated as inadequate, while personal development was deemed to require improvement.
The report highlights that pupils at Robertsbridge Community College do not achieve well, particularly those who are disadvantaged or have special educational needs and disabilities. The curriculum is described as lacking ambition and is not delivered consistently, which hinders pupils from reaching their full potential. Expectations for pupil behavior are low, leading to frequent disruptions in lessons. Many pupils express concerns that such disruptions interfere with their learning, and there is a notable culture of ignoring sanctions for misbehavior, as staff often do not follow up on these issues.
The normalization of derogatory language and boisterous behavior in corridors and playgrounds is alarming, with staff frequently failing to challenge such conduct. Although most pupils feel safe and know they can talk to someone if they have a problem, concerns about bullying persist, with some pupils feeling that incidents are not addressed effectively. Despite these challenges, pupils appreciate that their teachers know them well and some benefit from enrichment activities, although many feel frustrated by a lack of opportunities to express their views about the school.
The inspection report indicates a serious breakdown in leadership at the school. Leaders lack the capacity to prevent the decline in educational standards and behavior, resulting in a loss of confidence among parents and staff. While staff morale is low, they remain committed to supporting the school but feel unsupported by leadership, especially in managing challenging behavior. Published outcomes have been poor over time, with disadvantaged pupils achieving significantly below their peers nationally. The curriculum is not coherent or ambitious, and only a small percentage of pupils in key stage four study a broad curriculum.
Pupils with special educational needs are not adequately supported, with plans lacking precision and detail. Staff are often unfamiliar with the specific needs of these pupils, leading to insufficient support in lessons. The school recognizes its lack of capacity and expertise to meet these needs effectively. Many pupils experience a fragmented education due to poor behavior disrupting lessons, low attendance, and high suspension rates. The school has a high number of pupils leaving to be home educated, disproportionately affecting those with special educational needs.
The report notes that the school provides appropriate careers advice and guidance, and offers a broad personal, social, health, and economic education program. However, there are inconsistencies in delivery, leading to confusion among pupils regarding important topics. Following concerns about leadership and standards, the local authority issued a warning notice and appointed an interim executive board to oversee governance. While there has been some improvement in challenge and support, senior leaders have yet to establish a clear and sustainable plan for improvement.
The arrangements for safeguarding are deemed effective, but the school must address the significant issues identified in leadership, curriculum delivery, and behavior management to ensure a better educational experience for its pupils. The inspection underscores the urgent need for a comprehensive strategy to enhance the quality of education and overall school environment.
