Ofsted conducted a monitoring inspection of Thurstable School Sports College and Sixth Form Centre on May 2, 2024, to assess the progress made since the previous graded inspection. The inspection aimed to identify improvements and report on the school's development. The school has faced significant challenges, particularly due to the discovery of reinforced autoclaved aerated concrete, which led to temporary accommodations for students and remote learning for part of the week. Despite these disruptions, school leaders have maintained a focus on enhancing the quality of education.
The inspection revealed that the school has made notable progress in improving educational quality since the last inspection. A thorough review of the needs of students with special educational needs and disabilities has been conducted, supported by external guidance. This has resulted in a clearer understanding of the specific requirements of these pupils. Additionally, the implementation of a school-wide coaching program has enhanced the consistency and quality of curriculum delivery. While some inconsistencies in students' written work persist, the school is actively addressing these issues. Plans are in place to restructure the school day to allow for weekly professional development sessions for staff, which are positively received and beneficial for students.
The processes for identifying students who struggle with reading have been clearly defined, and regular reading support sessions are provided. Although some students have not yet achieved the desired progress, the school is committed to ensuring that they catch up with their peers. Opportunities for wider reading across the curriculum have increased, and there is a strong commitment from leaders and staff to maintain these improvements.
Overall attendance has improved since the last inspection, with more rigorous monitoring and tracking systems in place. Leaders have a deep understanding of the individual circumstances surrounding student absences, and improvements have been particularly noticeable among disadvantaged pupils. However, attendance for students with special educational needs has not followed the same positive trend, and leaders recognize the need to intensify efforts to improve attendance for this group.
Pupil behavior is also showing signs of improvement, with a significant reduction in suspensions since the last inspection. Students report that behavior around the school is getting better. The same level of scrutiny applied to attendance tracking has been extended to behavior management. While staff generally maintain high expectations for behavior, low-level disruptions still occur in some lessons, affecting the learning environment.
Leaders have a clear vision for the quality of education at Thurstable School, although this vision has been challenged by the interruptions caused by the RAAC situation. The school has restructured its senior leadership team and staffing to ensure a clearer focus on priorities. Over the past 14 months, governors have actively supported and challenged the changes proposed by school leaders, demonstrating a clear understanding of the school's current position and the need for further improvement to achieve a good rating.
In conclusion, while Thurstable School has made significant strides in various areas, including educational quality, attendance, and behavior, there remains work to be done to ensure that the school meets the standards required for a good rating. The commitment from leaders, staff, and governors to continue this progress is evident, and ongoing efforts will be crucial in addressing the remaining challenges.
