Newent Community School and Sixth Form Centre, located in Gloucestershire, has undergone an ungraded inspection on March 19 and 20, 2024. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The principal, Dawn Burke, leads the school, which is part of the Newent School and Sixth Form Centre Trust, overseen by a board of trustees chaired by Christopher Germaine.
The school emphasizes its values encapsulated in the acronym HEART, which stands for honesty, excellence, accountability, respect, and teamwork. Students report feeling safe and appreciate the pastoral support available to them. However, their educational experiences and the quality of education vary significantly. While the school aspires for all students to achieve academic success, this goal is not currently met, as reflected in students' work and examination outcomes. The curriculum design and delivery do not effectively facilitate learning, with some students struggling to retain knowledge. Although the school is working on developing a more ambitious curriculum, it has yet to establish a framework that significantly impacts student learning.
Behavior within the school is generally calm, but there are instances where disruptive behavior is not consistently managed by staff. The school offers various extracurricular opportunities, including sports and performances, which students enjoy. Recent events, such as the performance of Billy Elliot, have generated excitement among pupils. Additionally, sixth-form students have opportunities to develop leadership skills through mentoring younger students and participating in leadership roles.
The school provides a broad range of subjects for most pupils, and sixth-form students follow tailored study programs. However, the teaching methods employed do not consistently support students in building upon their existing knowledge. The school has focused on enhancing the curriculum for key stages four and five but has not set high enough expectations for key stage three students. Consequently, many pupils lack depth in their subject knowledge and skills, hindering their progression to key stage four.
Subject leaders are aware of the desired learning outcomes and have considered the sequence of teaching new knowledge and skills. In the sixth form, teaching effectively helps students utilize academic and technical vocabulary. However, in some subjects, the curriculum is not delivered effectively, and the choice of learning activities does not adequately support knowledge retention, particularly at key stage three.
The school identifies the needs of pupils with special educational needs and/or disabilities and provides staff with necessary information to support these students. However, when the overall curriculum is not effectively learned by all pupils, those with SEND face greater disadvantages. The school recognizes weak readers and provides some support, but not all students in need receive assistance. There is a plan to improve access to this support, but current reading practices during tutor time are inconsistent, limiting vocabulary development and reading confidence.
The school has made strides in improving pupil behavior, establishing clear systems for managing behavior. However, not all staff consistently apply these systems, leading to occasional disruptions in learning. Attendance is closely monitored, and personalized support is provided for students with irregular attendance, although too many still miss school.
Pupils learn about essential topics such as healthy relationships and online safety, with the curriculum adjusted to reflect local and national trends. Careers education is well-structured, offering students valuable experiences and insights into various industries. The school acknowledges the need for improvement in educational quality, and while some progress has been made, it has not been sufficient or timely. Leaders have identified appropriate priorities for improvement, and trustees hold the school accountable while providing support. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all students.
