West Somerset College

West Somerset College

Address: Bircham Road, Alcombe, Minehead, Somerset, TA24 6AY Unique reference number (URN): 136791

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders ensure that pupils’ individual needs are identified accurately and promptly. For example, they work well to gather relevant information from pupils’ previous schools to help identify pupils with special educational needs and/or disabilities (SEND). Leaders share useful information with staff to make sure that pupils make a positive start to their education here.

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Inclusion Expected standard

Leaders work effectively with professionals and external agencies to reduce barriers to pupils’ learning. Staff engage well with families to provide help where required. Leaders provide suitable training to staff on how to support pupils, including those known (or previously known) to children's social care. Teachers make sure that any reasonable adjustments made or support for pupils with SEND is effective. As a result, pupils with SEND succeed in their learning.

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Inclusion Expected standard

Leaders monitor pupils’ progress routinely and review the impact of any internal or external support. This includes checking the impact of pupil premium funding and any alternative provision pupils attend. For instance, leaders consider whether alternative provision is helping to reduce absence and whether pupil premium funding is enabling disadvantaged pupils to take part in wider opportunities. This ongoing review enables leaders to adjust their systems in a timely and effective manner.

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Personal development and wellbeing Expected standard

Pupils follow a suitable relationships education programme. For example, they learn about healthy relationships and different types of families. Pupils learn how to keep themselves safe offline and online. Leaders ensure that pupils receive information relevant to the school’s context, such as water and rail safety.

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Personal development and wellbeing Expected standard

The school develops pupils’ understanding of fundamental British values, such as freedom of speech. They learn about the different characteristics protected in law, such as race and religion. Pupils gain an understanding of democracy from guest speakers and participating in voting. Some pupils take part in debating, which develops their confidence to express and discuss their ideas together.

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Personal development and wellbeing Expected standard

Pupils build their social skills and ability to cooperate by participating in opportunities such as the Duke of Edinburgh Award. Some post-16 students have leadership roles, such as being a ‘sixth-form ambassador’. They take responsibility for leading events, such as raising money for a cancer charity. These experiences develop pupils’ understanding of how they can help others.

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Personal development and wellbeing Expected standard

Pupils, and post-16 students, receive useful careers information, education, advice and guidance. Leaders tailor the careers programme to pupils’ needs and aspirations. This includes additional support for pupils with special educational needs and/or disabilities when required. There is a suitable work experience programme in key stages 4 and 5. This helps pupils and post-16 students to gain helpful insights into the world of work. It includes interview technique, for example.

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Needs attention

There are a variety of clubs and wider activities on offer to pupils. Leaders track the participation of vulnerable pupils in the extra-curricular programme. There has been an upward trend in take-up and participation of the most vulnerable pupils. This is because leaders consider how to remove barriers to pupils’ participation when designing extra- curricular activities.

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Achievement Needs attention

Most pupils’ achievement is not as high as it should be. This includes the achievement of disadvantaged pupils, who typically achieve below their peers nationally. Pupils who have not secured foundations in reading and mathematics do not catch up quickly enough. This hinders their achievement across the curriculum.

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Achievement Needs attention

At key stage 4, too few pupils gain the qualifications they need in English and mathematics to be well prepared for their next steps in education, employment or training. Similarly, pupils do not achieve well in science. At key stage 5, students develop their knowledge and skills but do not typically achieve well enough.

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Achievement Needs attention

Leaders have begun making improvements to raise pupils’ achievement. However, their actions are at an early stage. Therefore, it is too soon to evaluate the impact of their work. For instance, the school does not address gaps in pupils’ knowledge resulting from their absence effectively enough.

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Attendance and behaviour Needs attention

Pupil absence and persistent absence are significantly above national averages. Leaders have raised their ambitions and expectations of pupils’ attendance. They have started to secure improvements, such as reducing severe and persistent absence and increasing the attendance of pupils with special educational needs and/or disabilities. However, absence and persistent absence among disadvantaged pupils have not improved as much. Leaders successfully remove barriers for some disadvantaged pupils, but absence remains too high for this group of pupils.

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Attendance and behaviour Needs attention

Leaders have raised their expectations of pupils’ behaviour. In lessons, pupils generally behave well and have positive attitudes to learning. However, the rate of suspension is persistently high. Leaders have started to take action to improve the behaviour of the minority who repeatedly disrupt learning or demonstrate disrespectful behaviour. However, it is too soon to determine the impact of this work.

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Attendance and behaviour Needs attention

Leaders ensure that any abusive behaviour is dealt with quickly. Pupils are confident sharing their worries with staff. This is because leaders have created a culture of care and support for pupils. Staff understand the importance of building positive relationships with pupils and applying behaviour policies consistently.

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Curriculum and teaching Needs attention

In too many lessons, pupils do not learn as well as they should. Leaders are taking appropriate actions to ensure that teaching is of a high enough standard. However, most of their work is in the initial stages of being embedded. This means it is too early to determine the impact on pupils’ overall learning.

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Curriculum and teaching Needs attention

Many pupils do not have the necessary foundations in reading when they arrive at the school. Additionally, some pupils have significant gaps in their basic number skills. Leaders have started to prioritise teaching that closes these gaps in pupils’ basic knowledge and skills. However, this work is in its infancy.

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Curriculum and teaching Needs attention

Many pupils do not learn the curriculum as well as they should. The school has introduced new approaches to build pupils’ vocabulary across the curriculum and extend their writing. Leaders are also addressing the inconsistent use of assessment in teaching. However, as with leaders’ other key actions, their work to address these key weaknesses is in its infancy.

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Curriculum and teaching Needs attention

Leaders have ensured that the curriculum is suitable. It is planned to build pupils’ knowledge and skills at both key stages 4 and 5. Teachers receive suitable professional development to strengthen their subject expertise.

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Curriculum and teaching Needs attention

Leaders and staff generally know pupils’ needs well. They make suitable adaptations and reasonable adjustments for pupils with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders have created much-needed stability at the school following a period of change. They understand the school’s context and have started making the necessary improvements. However, a number of these improvements have only just been introduced. For example, leaders have recently started to ensure that persistent absence is reducing. This means that it is too soon to determine the impact of their work over time.

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Leadership and governance Needs attention

Leaders prioritise the development of teachers’ subject knowledge through suitable professional development programmes. However, there are inconsistencies in the implementation of teaching approaches. Therefore, it is too early to evaluate the impact leaders intend.

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Leadership and governance Needs attention

Trustees and local governors fulfil their statutory duties. Recent changes have strengthened trustees’ and local governors’ insights into the school’s work. As a result, they understand the improvements that need to be made in the short term and are ensuring suitable oversight of leaders’ actions. Local governors understand their role, alongside leaders, in building constructive relationships with all parents. However, this work is also in its infancy.

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Leadership and governance Needs attention

Leaders ensure that staff wellbeing is a priority and that staff understand the improvements that are needed. Consequently, staff feel valued and part of the direction of the school.

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Post 16 provision Needs attention

Leaders have designed a post-16 study programme that is suitable to meet students’ aspirations and the school’s context. For example, there are vocational courses, such as vehicle maintenance and health studies, alongside A levels such as mathematics and sociology.

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Post 16 provision Needs attention

However, while students gain new knowledge and skills, they do not typically achieve well. This is reflected in their examination results, which are significantly below national averages over time. Consequently, students are not as well prepared for their next steps as they could be.

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Post 16 provision Needs attention

Students receive guidance on their next steps of education, employment or training. For instance, they participate in visits to universities and undertake work experience. Leaders know students’ personal aspirations and help them with their decision-making.

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Post 16 provision Needs attention

Students have a range of wider opportunities and non-qualification activities. For instance, they make a positive contribution to the school and wider community by volunteering and raising money for charity. There is a suitable relationships education programme.

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Post 16 provision Needs attention

Staff know individual students’ needs and barriers to learning well. They provide support to help them progress through the curriculum and prepare them for their next steps.

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What it's like to be a pupil at this school

Too many pupils do not achieve well enough. They are now beginning to learn an improved curriculum and experience high-quality teaching. It is too soon to establish the difference that these changes are making.

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What it's like to be a pupil at this school

Leaders’ actions to improve the behaviour of a significant minority of pupils are at an early stage. This means that some pupils do not live up to the school's expectations of their conduct.

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What it's like to be a pupil at this school

Some pupils do not attend school regularly enough. This is reflected in the school’s absence and persistent absence levels, which are significantly above national averages. Leaders are ambitious to raise pupils’ attendance. Some of their work has had a positive impact. However, some pupils’ attendance remains too low.

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What it's like to be a pupil at this school

The school has recently raised its expectations of pupils’ behaviour. Overall, pupils enjoy their learning. They typically have positive relationships with their peers and with staff. Pupils feel safe and are confident that staff will deal with bullying concerns swiftly.

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What it's like to be a pupil at this school

Leaders ensure that pupils receive suitable pastoral care and support. They have recently strengthened the school’s culture to promote pupils’ sense of belonging. They have introduced a ‘house system’ to develop a community spirit. These houses are named after local hills, such as ‘Dunkery’ and ‘Selworthy’. Overall, pupils are well prepared for life in modern Britain. They have opportunities to contribute to the school and wider community. For example, some pupils help at a local school, while some post-16 students support younger pupils in lessons. A range of trips develop pupils’ appreciation of diversity and heritage, such as visits to Japan, Spain and Poland. The school generally reduces barriers to learning for pupils who are disadvantaged or with special educational needs and/or disabilities. This helps them to make progress in their learning.

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Next steps

• Leaders should ensure that rates of absence and persistent absence, particularly for disadvantaged pupils, reduce further so that pupils maximise their opportunities for learning and benefiting from the school’s wider opportunities. • Leaders should ensure that pupils who have gaps in their basic knowledge and skills receive effective teaching to close these gaps so that more pupils secure the expected standards in English and mathematics. • Leaders should strengthen the quality of teaching across the curriculum so that pupils and students typically achieve well in national examinations. • Leaders should take action to reduce persistent disruptive behaviour so that the school's ethos is embedded effectively in all areas.

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About this inspection

The school is part of the Bridgwater and Taunton College Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Thomas, and overseen by a board of trustees, chaired by Andrew Berry.

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About this inspection

Inspectors carried out this full inspection under Section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, teachers, trust leaders, trustees and school governors during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses one alternative provision.

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Lead inspectors:

Rachel Hesketh, His Majesty's Inspector James Oldham, His Majesty's Inspector

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Team inspectors:

Sarah Parsons, Ofsted Inspector Sarah Stead, Ofsted Inspector Sophie Laing, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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(provisional)

2023/24 (final) 23.8% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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(provisional)

2023/24 (final) 36.2 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.42 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.0 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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