Scott Medical and Healthcare College

Inspection of Scott Medical and Healthcare College Somerset Place, Stoke, Plymouth, Devon PL3 4BD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 11–12 February 2020

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What is it like to attend this school?

Pupils relish learning at Scott College. They embrace the many opportunities to learn about a range of subjects in depth. For example, pupils visit the local hospital to observe the work of nurses, doctors and paramedics. Visitors to the school also enrich pupils’ understanding of science and its application in medicine and healthcare. Pupils are highly appreciative of these opportunities. Many pupils told inspectors how these extra-curricular events helped them to understand complex scientific concepts. Parents in the online questionnaire, Parent View, were overwhelmingly positive about the quality of education at the school. One parent’s comment echoed the views of others, ‘Fabulous school that is run by fantastic staff’.

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What is it like to attend this school?

Pupils’ behaviour is exemplary both in lessons and around the school. Pupils are kind, courteous and supportive. Pupils told inspectors that bullying is extremely rare and staff deal with it immediately.

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What is it like to attend this school?

Pupils with special educational needs and/or disabilities (SEND) receive tailored support. Leaders and staff ensure that such pupils receive appropriate social, emotional and academic support. Consequently, pupils with SEND thrive at this school.

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What is it like to attend this school?

Leaders and staff prioritise raising the aspirations and expectations of disadvantaged pupils. The curriculum enables such pupils to understand the link between academic achievements and success in the future workplace.

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better?

Leadership is effective. Leaders have designed the curriculum with great care. The curriculum is both academic and vocational. It enables pupils to apply their knowledge and skills in real-life scenarios. For example, inspectors observed pupils considering the science behind the first aid they applied to each other with a team of paramedics. Sixth-form students have many opportunities to shadow medical staff at Derriford Hospital. They also observe operations in the theatre. Pupils at key stage 4 have opportunities to enrich their understanding of the subjects they study through placements. For example, pupils shadow care workers at a care home.

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better?

Through the curriculum, leaders and staff have succeeded in enthusing pupils in learning. Pupils at key stage 4 and students in sixth form are well informed about how their study can lead to future opportunities in education and work. Teachers have strong subject knowledge. They have high expectations of pupils. They use technology effectively to challenge and support pupils’ learning. Leaders have established an effective approach to teaching and learning across the curriculum. Pupils learn sequentially more complex knowledge. Leaders and teachers structure subject curriculums well to enable pupils to remember important knowledge. 11–12 February 2020

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Leaders have prioritised reading. Teachers highlight the role of reading across the curriculum. Leaders have recently introduced an approach to help pupils learn new vocabulary in all lessons, although it is too early to see the impact. However, leaders and teachers in some subjects have not prioritised the importance of writing skills. Some pupils struggle to write clearly and accurately about the knowledge they have learned.

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Pupils with SEND receive bespoke support to meet their particular learning needs. Leaders and teachers use a breadth of approaches to ensure that pupils with SEND are strong and self-assured learners. Teachers address pupils’ misconceptions effectively in lessons. Teachers support pupils well using technology and through one-to-one tuition.

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Leadership of the sixth form is strong. Students study a challenging and enriched curriculum. This prepares them well for higher education, apprenticeships and work. The quality of teaching and learning is strong. Students told inspectors about the quality of personalised teaching that helps them to succeed. Students receive effective, impartial guidance about careers and further education opportunities. Teachers make explicit the ways in which their subjects are used in the worlds of medicine and healthcare. Students also have opportunities to develop other skills such as supporting readers in key stage 4.

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Leaders have established a strong curriculum that fosters pupils’ understanding about the world. For example, pupils explore the ethics of medical research. Pupils recently debated the morality of adoption versus in vitro fertilisation (IVF). Pupils explore democracy through elections to the school council. The curriculum also strengthens pupils’ independent learning skills through project-based work.

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Leaders are mindful of the well-being and workload of staff. They value their work and ensure that their workload is not onerous.

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Pupils behave very well. They are highly focused and motivated to learn. Many pupils told inspectors that the school had helped them to focus on the necessary qualifications for their chosen profession. Pupils display an impressive maturity regarding their next steps. Leaders have created an innovative curriculum that enables pupils to learn well. However, the rate of attendance is below the national average. Leaders have implemented a raft of strategies to address it but it is too early to see the expected impact.

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Safeguarding

The arrangements for safeguarding are effective. Leaders are highly alert to the safeguarding needs of pupils. They ensure that staff receive up-to-date safeguarding training to help them identify pupils at risk. Staff refer their concerns to safeguarding leaders swiftly and appropriately. Leaders ensure that pupils receive the best support from external agencies when required. Although pupils are safe, the recording of safeguarding concerns lacks detail at times. 11–12 February 2020

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All pupils who spoke to inspectors feel very safe and well protected at the school. The school’s checks on adults who work at the school are effective.

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(Information for the school and appropriate authority)

 Leaders need to ensure that teachers across the curriculum address pupils’ writing skills effectively to enable them to write about the knowledge they have learned articulately and accurately.  Leaders need to ensure that a higher proportion of pupils attend school more regularly. Leaders must continue to communicate to pupils, parents and carers the link between achievement and attendance.  The culture of safeguarding at the school is robust. However, at times the recording of safeguarding concerns is not as detailed as it could be. Leaders need to ensure that the recording of safeguarding concerns, however small, is consistent and thorough.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 11–12 February 2020

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School details

Inspection number 10122326 Type of school Secondary Comprehensive School category Academy studio school

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 Scott Medical and Healthcare College is part of the Inspiring Schools Partnership multi-academy trust.  It is smaller than the average-sized secondary school.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We held meetings with the headteacher, senior and subject leaders, four members of the governing body including the vice chair of governors, the chair of the board of trustees and the chief executive officer of the Inspiring Schools Partnership multi-academy trust. 11–12 February 2020

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 We evaluated the quality of education by looking in detail at the teaching of English, mathematics, science, and health and social care. We discussed the curriculum design with leaders, conducted lesson visits, scrutinised pupils’ work and spoke to pupils and teachers about the respective subject curriculums.  We evaluated the effectiveness of safeguarding at the school. The school’s single central record was reviewed. We met with the designated safeguarding lead, scrutinised safeguarding documentation, including a sample of case files, and spoke to pupils and staff.  We met with pupils to discuss their views and talked informally to pupils about the school.  We listened to pupils read and discussed their views of reading.  We considered the views of 88 parents who responded to the Ofsted parent survey including 67 free-text messages. We considered the views of parents expressed in emails. We also evaluated the views of staff in the Ofsted staff

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questionnaire and pupils in the pupil questionnaire.  We spoke to teachers during the inspection to gather their views about the school.

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Inspection team

Susan Aykin, lead inspector Her Majesty’s Inspector

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Inspection team

Matthew Barnes Her Majesty’s Inspector 11–12 February 2020

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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