a school not in a category of concern of Bodmin College

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Claire White Headteacher Bodmin College Lostwithiel Road Bodmin Cornwall PL31 1DD

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College

This letter sets out the findings from the monitoring inspection that took place on 18 September 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school meets the monitoring threshold as set out in the Monitoring Inspection Handbook .

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College

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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College

During the inspection, I discussed with you and other senior leaders, the chief executive officer (CEO) and a representative from the board of trustees, the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also carried out visits to lessons, meetings with pupils, work and other document scrutiny. I have considered all this in coming to my judgement.

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Main findings

Since the previous inspection, the sixth form has come under your leadership, as well as the 11-16 part of the school. You have appointed an additional senior leader and a new special educational needs coordinator (SENCO). There have been changes to the governance scheme of delegation and a significant reduction in the range of courses offered in the sixth form.

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Main findings

The school has focused on strengthening the quality of education. It has ensured that each subject curriculum now sets out more precisely what pupils should learn and when. The school has developed the subject and pedagogical expertise of staff. This has led to improvements in the quality of teaching. For example, teaching has a greater focus on the most important knowledge and skills that pupils should gain. New subject matter is presented clearly, such as the subject-specific vocabulary that pupils should use verbally and in their written work. The school has also strengthened the use of assessment to check pupils’ knowledge and understanding. Consequently, there is emerging evidence of improvements to the quality of education. However, it is too soon to evaluate fully the impact of these improvements.

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Main findings

The school has made improvements for pupils with special educational needs and/or disabilities (SEND). It has ensured that teachers receive useful information about how to adapt the curriculum appropriately. This information is being employed more effectively by teachers, and this is enhancing the impact of the curriculum on some pupils with SEND. However, there is further work to do to ensure that the curriculum is adapted precisely for all pupils with SEND.

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Main findings

The school has strengthened the advice and guidance it provides to pupils when they choose their options in key stage 4 and their post-16 destinations. Pupils now receive impartial advice. They feel well supported by staff to make the right decisions about their next steps. The school has put in place a stronger careers education programme, starting in Year 7 and leading to what students need to know in Year 13. Pupils and sixth-form students now have more opportunities to meet with employers and to learn about their options for further or higher education. The school is using the Gatsby benchmarks effectively to evaluate and further improve its careers provision.

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Main findings

School leaders, trust leaders and trustees share a clear vision for improving the school. Trustees have developed new approaches to gain the insights they need into the school’s effectiveness. As a result, they are now holding leaders more strongly to account. School and trust leaders work together effectively to make improvements to the quality of education. They know the school’s strengths and where it needs to improve further.

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Main findings

I am copying this letter to the chair of the board of trustees, the CEO of the Cornwall Education Learning Trust, the Department for Education’s regional director and the director of children’s services for Cornwall. This letter will be published on the Ofsted reports website. Yours sincerely

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