Caedmon College Whitby has recently undergone an inspection, resulting in an overall effectiveness rating of requires improvement. The quality of education provided at the school is inconsistent, with some subjects demonstrating strong learning experiences while others do not meet the same standards. Although the curriculum has become more ambitious, particularly at key stage three, the implementation of this curriculum varies significantly across different subjects. In lessons, pupils generally exhibit good behavior and focus on their learning, with staff fostering positive relationships. However, behavior outside of lessons is less orderly, leading to concerns about bullying and peer interactions during social times.
The school emphasizes safety, teaching pupils about local risks associated with living in a coastal area, as well as the dangers of substance misuse. While most pupils feel safe, some express concerns about their peers' behavior, particularly during unstructured times. The sixth form provision is noted as good, with a well-designed curriculum that supports students' academic and personal development effectively.
Despite some positive aspects, the school faces challenges in delivering a consistently high-quality education. Leaders have made efforts to enhance the curriculum, ensuring that pupils access a broader range of knowledge and skills. However, the curriculum is not taught effectively across all subjects, and assessment practices do not adequately measure pupils' understanding of key concepts. This inconsistency can lead to gaps in knowledge and understanding among pupils.
Pupils with special educational needs and disabilities are included in the same curriculum as their peers, with staff taking appropriate measures to support their learning. The school collaborates with parents to track the progress of these pupils, ensuring they receive the necessary support. However, some pupils with SEND face challenges in accessing external support, which can be frustrating.
The school has implemented timely assessments to monitor reading abilities and provide additional help where needed. Initiatives to promote a love of reading are in place, but it is too early to assess their impact fully. While most pupils behave well in lessons, issues persist outside of the classroom, with reports of vaping and other disruptive behaviors. The school has responded with increased supervision and disciplinary measures, resulting in a rise in fixed-term suspensions.
Attendance remains a concern, particularly for specific groups of pupils. The school is working with the Department for Education to address attendance barriers, and there are signs of improvement for some students. However, overall absence rates are still too high. The personal, social, and health education program aims to teach pupils about healthy relationships, and a variety of extracurricular activities are available to enhance their interests.
The school is currently undergoing significant changes, including a planned amalgamation with another local secondary school. This transition has affected the pace of improvement, but overall pupil progress remains in line with national averages. The local authority has provided support through a comprehensive review of safeguarding practices, and the new executive headteacher is focused on stabilizing the school's operations.
Safeguarding arrangements are effective, with recent reviews leading to improvements in practice. However, the school needs to enhance its tracking and evaluation of behavior concerns to address issues such as bullying more effectively. The curriculum for personal development is not consistently embedded, and pupils' understanding of fundamental British values requires strengthening. The school must take further action to improve behavior outside of lessons, enhance attendance rates, and address any patterns of concern related to safeguarding and personal development.
