Okehampton College, located in Devon, underwent its first inspection as an academy on May 16 and 17, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision. The school had not been previously inspected under the Education Act 2005 due to its exemption from routine inspections until November 2020. The report highlights that the school has experienced significant leadership changes, which have contributed to a lack of confidence among pupils and parents. The new headteacher is working to rebuild trust and implement improvements, but these changes require time to take effect.
Behavior within the school has been a concern, although leaders have raised expectations, resulting in fewer incidents. However, low-level disruptive behavior persists in some classrooms, and a small number of pupils continue to disregard leadership. Staff expectations for all pupils are not consistently high, leading some students to feel unsupported. Despite this, pupils have access to an adult they can approach with concerns, and leaders actively address bullying and derogatory language, although some students remain hesitant to report incidents.
In the sixth form, students express enjoyment in their courses and feel well-supported. They participate in leadership development through workshops, which fosters mentorship between older and younger pupils. The curriculum is broad and sequenced, with leaders identifying the knowledge they want pupils to learn. However, the implementation of this curriculum is inconsistent, and teachers often fail to effectively check pupils' understanding, resulting in many students falling behind. High expectations are not consistently maintained, and some pupils do not receive adequate challenges, particularly those with special educational needs and disabilities.
Teachers are aware of the needs of pupils with SEND but sometimes lack specific information to provide appropriate support. Interventions are not always well-matched to individual needs, although new leaders are beginning to address these issues. Early-stage readers receive necessary support through a phonics program, and a tutor time reading initiative introduces pupils to a diverse range of novels.
The school offers a personal, social, and health education program, but the delivery lacks timeliness and relevance. Career guidance for sixth-form students is thoughtful, yet not all students participate in the personal development program, limiting their exposure to planned learning. The range of extracurricular activities is limited, and leaders do not adequately prepare pupils for their future pathways.
Professional development for staff is ongoing, and there is enthusiasm for the initiatives introduced to raise expectations and improve the school environment. However, leaders at all levels do not sufficiently monitor the effectiveness of their actions, hindering the pace of necessary improvements. Safeguarding arrangements are effective, with clear reporting systems and appropriate staff training in place. Most pupils feel safe, although some are reluctant to use reporting mechanisms.
To improve, leaders must enhance their monitoring and evaluation processes to understand the impact of their actions better. There is a need for a more comprehensive set of experiences beyond academics, particularly in careers education, to better prepare pupils for their future. Staff expectations for pupil achievement must be raised, and the curriculum's implementation needs to be consistent across subjects to ensure that pupils retain their learning. Overall, while there are positive aspects within the school, significant work is required to achieve the necessary improvements.
