The Ilfracombe Church of England Academy, located in Devon, underwent an inspection on May 10 and 11, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development and sixth-form provision were rated as Good. The school’s values, which include hope, kindness, courage, integrity, trust, respect, responsibility, and resilience, are well recognized by both staff and students and are integrated into the personal development curriculum.
Students in the sixth form reported positive experiences, highlighting the quality of the learning environment and teaching. They achieve well and develop a deep understanding of their subjects. However, pupils in key stages three and four experience a broad curriculum that does not always facilitate effective learning. The curriculum and assessment methods need improvement to better support student learning.
While most pupils generally behave well, there has been an increase in suspensions, particularly among students with special educational needs and disabilities. Although leaders are addressing this issue, the impact of their actions has yet to be seen. Concerns about bullying persist among some students, and while staff address these issues, not all pupils feel confident that bullying is effectively managed. Additionally, regular absenteeism among students negatively affects their learning.
The pastoral team is valued by pupils, who appreciate the support and advice provided for managing concerns and promoting well-being. Leaders have designed a curriculum aimed at preparing pupils for life, but it does not consistently help them build knowledge over time. While examination techniques are taught, students often lack the foundational knowledge necessary for success. Clear curriculum goals from Year 7 to GCSE have not been established.
In the sixth form, teaching is effective, fostering rich discussions and preparing students well for their future endeavors. Leaders conduct formal assessments to check pupils’ learning, but there are gaps in knowledge retention and understanding. Assessment practices need to be improved to ensure that pupils are learning effectively and that knowledge gaps are identified and addressed.
Leaders have recognized the need for improvement in core subjects, responding to below-average progress by making curriculum changes, including enhancements to mathematics and reading strategies. However, the impact of these changes is still developing. Support for pupils with special educational needs is in place, but its effectiveness varies, and some students do not receive the necessary adaptations to their learning.
Pupils understand the school’s behavior expectations, but those with special educational needs appear more frequently in behavior records. Attendance remains a challenge, with a significant number of pupils persistently absent, hindering their learning and achievement. Leaders are implementing new strategies to improve attendance.
The personal development program reflects the school’s religious character, addressing important issues such as relationships and mental health. Pupils engage in work experience to gain insights into career opportunities, and sixth-form students receive valuable career guidance.
Governors are aware of their roles and the school’s strategic aims, supporting leaders in improvement efforts. However, communication with parents regarding school improvement initiatives needs enhancement.
Safeguarding arrangements are effective, with well-trained staff identifying at-risk pupils and securing necessary support. The school’s personal development program educates pupils about risks and healthy relationships. Recruitment processes for staff are managed safely.
To improve, the school must enhance assessment practices to better identify knowledge gaps and their causes, ensuring that teaching is adapted for effective learning. Additionally, support for pupils with special educational needs needs to demonstrate a tangible impact, and attendance systems should be strengthened to address persistent absenteeism.
