Exmouth Community College is a large secondary school located in Devon, England, which has recently undergone an inspection. The inspection took place on February 20 and 21, 2024, and the overall effectiveness of the school was rated as requiring improvement. The quality of education, behavior and attitudes were also rated as requiring improvement, while personal development, leadership and management, and sixth-form provision were rated as good. The headteacher, Tom Inman, leads the school, which operates as an academy trust overseen by a board of trustees chaired by Jason Hill.
The school is characterized by its split-site structure, which requires students to move across the campus for their lessons. Most students conduct themselves well during these transitions and feel safe within the school environment. However, there are instances of inappropriate behavior among a minority of students. The school has made efforts to raise expectations for student conduct and has implemented new structures to support this initiative. Many students have reported that these changes are beginning to have a positive impact.
Students are aware of whom to approach when they have concerns, and the school has established various channels for reporting issues, including an online 'worry' button. While some students feel that respect among peers could improve, the school takes reports of bullying and inappropriate language seriously and follows up on these incidents.
Exmouth Community College offers a wide range of extracurricular activities, encouraging student participation in sports, the Duke of Edinburgh Award scheme, and various performance groups. The school has recently enhanced leadership roles for students, with sixth-formers taking on ambassador roles to contribute to the school community.
The curriculum at the school is broad and has been carefully planned, particularly at key stage three. Recent developments have ensured that the curriculum is sequenced effectively. However, there are areas where teachers lack the expertise to implement the curriculum fully, which can hinder students' understanding and retention of knowledge. Teachers provide models and structures to support students, especially those with special educational needs and disabilities, but there are still gaps in the precision of planning and adaptation for these students.
In lessons, students generally behave well and are attentive, but when the curriculum is not implemented effectively, their motivation can wane. The school promotes a culture of reading, with students reading daily and receiving support to develop their reading skills, particularly those in the early stages of learning.
The personal development program is well-structured, providing students with a range of experiences that foster independence. The curriculum for personal, social, and health education is thoughtfully designed, addressing important topics such as relationships and well-being. Sixth-form students receive guidance on financial literacy and career preparation, including work experience opportunities.
The school has experienced significant changes in leadership and vision in recent years. Leaders are actively working to create a positive school culture, and there is a growing sense of optimism among staff, parents, and students regarding the early impacts of these changes. Safeguarding arrangements are effective, ensuring the safety and well-being of all students.
Despite the progress made, the school acknowledges the need for further improvement in curriculum implementation and support for students with special educational needs. New behavior systems require time to be fully embedded, and consistent application is necessary to ensure that all students behave appropriately at all times. The school is committed to addressing these challenges to enhance the educational experience for all its students.
