Thomas Hall School, located in Exeter, Devon, underwent an inspection from March 19 to 20, 2024. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behavior and attitudes, and leadership and management. However, personal development and early years provision were rated as good. The school, which is part of Reach South Academy Trust, is led by headteacher Phil Arnold and serves a diverse student body, including a significant number of pupils with special educational needs and disabilities (SEND).
The school fosters a caring and inclusive environment, with students expressing a strong sense of community and belonging. Many pupils join mid-year and receive adequate support during their transition. Positive relationships between pupils and staff contribute to a supportive atmosphere. However, attendance rates are low, particularly among SEND and disadvantaged pupils, and some older students struggle with punctuality. While behavior expectations have been clarified, not all students consistently meet these standards. Most lessons see pupils engaged and listening attentively, and the school offers a variety of extracurricular activities, including trips and clubs.
The curriculum is broad and well-structured from Reception to Year 11, with many subjects being effectively planned and sequenced. The early years curriculum is ambitious and designed to engage children through thematic topics. Teachers are implementing practices to help pupils retain knowledge over time, and some subjects have strong assessment routines. However, the school has faced challenges with phonics outcomes, prompting a focus on improving reading instruction. Support is provided for older pupils who have not yet mastered phonics.
Despite the support structures in place for pupils with additional needs, learning plans lack clear targets, hindering effective adaptations to their learning. The school is working to enhance these plans. The personal, social, and health education curriculum is well-structured, allowing pupils to discuss sensitive topics maturely and learn about online safety and relationships. The school promotes inclusivity through initiatives like 'The Space,' which celebrates the LGBTQ+ community.
Behavior expectations have been raised, and while most pupils respond positively, some still struggle to meet these standards. Attendance remains a significant concern, and the school is tracking attendance data to identify and address barriers. The trust has begun providing strong support to the school, raising expectations and helping to clarify the school's improvement priorities. Staff report feeling supported despite the high workload associated with the ongoing changes.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all pupils. To improve, the school must focus on setting specific targets for pupils with SEND, enhancing attendance strategies, and ensuring staff have a thorough understanding of the curriculum. Professional training for leaders has been lacking, which has affected staff confidence in their roles. The school is beginning to address these areas to foster a more effective learning environment for all students. Overall, while the school has strengths, particularly in personal development and early years provision, significant work is needed to improve attendance, behavior, and the quality of education.
