Eggbuckland Community College, located in Plymouth, Devon, underwent an inspection on May 8 and 9, 2024. The overall effectiveness of the school was rated as requiring improvement, which reflects ongoing challenges in various areas of its educational provision. The quality of education was also deemed to require improvement, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management, along with sixth-form provision, were similarly assessed as requiring improvement. This inspection follows a previous evaluation in March 2020, which also indicated a need for improvement.
The principal, Heather Lilley, leads the school, which is part of the Westcountry Schools Trust. The trust provides oversight and support, with Rob Haring serving as the chief executive officer and Iain Grafton as the chair of the board of trustees. The school aims to instill values such as tenacity, integrity, compassion, and knowledge in its pupils. However, the inspection revealed that the school does not maintain high enough expectations for student performance. The quality of work accepted from students is often below their potential, particularly in writing, where issues with spelling, punctuation, and grammar hinder overall achievement.
Despite these challenges, pupils generally exhibit good behavior and understand the school's expectations regarding conduct. They feel safe and have access to support from adults when needed. The school offers a range of extracurricular activities, including sports and cultural trips, which students enjoy. The introduction of new clubs and activities has expanded opportunities for engagement, and the student council, led by sixth-form representatives, allows pupils to voice their opinions and suggestions.
The school has recently begun implementing a new curriculum provided by the Westcountry Schools Trust. While this curriculum aims to be broad and inclusive, the methods of delivery have not always aligned with the curriculum's goals or adequately addressed the diverse needs of all students. Consequently, some pupils, particularly those requiring additional support, do not receive the necessary challenges or assistance. Assessment strategies are not effectively utilized to identify and address gaps in knowledge, which further complicates the learning process.
The school recognizes the importance of reading and has made strides in developing its reading curriculum. Pupils enjoy the selected texts, which introduce diverse themes and cultures. Support is provided for weaker readers to enhance their skills. Additionally, the school effectively identifies students with special educational needs and disabilities, ensuring that those in specialized provisions receive appropriate support.
Attendance monitoring is a priority, with efforts made to improve the attendance of pupils who are frequently absent. The personal development curriculum is well-structured, covering essential topics such as relationships, sex education, and mental health. Pupils are educated about various faiths and beliefs, fostering an understanding of tolerance and respect.
While the trust has recognized the need for improvement, the pace of change has been slow. New leadership has identified key areas for development, but the recent changes are just beginning to take effect. Leaders at all levels must enhance their ability to monitor and assess the quality of education to secure rapid improvements for all students.
The safeguarding arrangements at the school are effective, ensuring that pupils are protected and supported. To improve, the school must raise its expectations for student performance, adapt the curriculum to meet all pupils' needs, and utilize assessment more effectively to inform teaching practices. The trust should ensure that leaders can accurately monitor and challenge the quality of education provided, fostering an environment where all students can thrive.
