Brixham College

Brixham College

Address: Higher Ranscombe Road, Brixham, Devon, TQ5 9HF Unique reference number (URN): 137755

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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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Personal development and wellbeing Expected standard

The school’s ‘values’ curriculum is comprehensive, helping pupils to understand the world, others and reflect on their relationships. Leaders pay close attention to any relevant issues arising locally, or nationally, in particular any that present risks to pupils. These issues are addressed on dedicated curriculum days, which pupils value, enjoy, and attend well. Care is taken that sensitive or specialist topics are taught by staff who know pupils well and/or have the right expertise.

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Personal development and wellbeing Expected standard

Pupils develop useful knowledge of financial matters. There are other topics where their knowledge is generally sound but lacks depth. For instance, pupils know what democracy is in principle but are less sure of the role of the Houses of Parliament. Leaders have identified a need to further develop pupils’ understanding of the protected characteristics to challenge examples of intolerance, occasionally shown by pupils making unkind comments.

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Personal development and wellbeing Expected standard

Leaders go to lengths to ensure that all pupils access the school’s ‘values’ curriculum. If pupils do some of their learning off site, this is planned around the personal development curriculum. Pupils with special educational needs and/or disabilities are helped to take away the same messages as their peers through adapted lessons.

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Personal development and wellbeing Expected standard

Pupils reflect on their own beliefs and consider the experiences of others in their philosophy and ethics lessons. The extra-curricular offer provides opportunities for pupils to develop their interests and social skills. An ambitious range of sports are catered for, reflecting the local environment, such as rowing. Pupils look forward to ‘The MMADD Show’, an annual event showcasing pupils’ music and dance achievements from both internal and external clubs.

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Personal development and wellbeing Expected standard

Pupils, including students in the sixth form, benefit from a well-organised careers programme. This includes a taught careers curriculum as well as wider experiences of the world of work and enterprise. Pupils are well-informed about possible careers and their options once they leave school.

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Achievement Needs attention

For two years, pupils' achievement in national tests has been below average. The gap between the attainment and progress of disadvantaged pupils and their non-disadvantaged peers nationally widened. The school has focused on standard passes in GCSE English and mathematics, securing some improvements in 2025 for disadvantaged pupils. Most students in the sixth form study for A-level qualifications. Their overall achievement declined in 2025, although the school secured more top grades than the previous year.

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Achievement Needs attention

Pupils make appropriate progress in reading from Year 7. However, they do not build the wider skills and knowledge that they need for success in Year 11 and beyond. Many do not write fluently or accurately. The school is reliant on late interventions to bolster success in examinations. Increasingly, pupils are building vocabulary and detailed knowledge as they move through the school. Leaders recognise there is more to do to ensure that this is reflected in high achievement at the end of their programmes of study.

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Attendance and behaviour Needs attention

Overall attendance is below the national average, although there has been some marginal improvement year-on-year. The proportion of pupils, including disadvantaged pupils, who are persistently absent from school, is reducing, but remains very high. The attendance of pupils with special educational needs and/or disabilities is close to average and has remained stable over time. The school has recently reinvigorated its approach to improving attendance through celebration events and individual action plans. It is too soon for this to have had a sustained impact.

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Attendance and behaviour Needs attention

The school is undergoing a transition as expectations of pupils’ behaviour and attitudes towards learning are raised. It is often the case that pupils do not cooperate fully with the school’s expectations, as such, suspensions remain high. Although pupils continue to experience some disruption, generally, the atmosphere in lessons supports learning. Pupils are getting used to new arrangements at the start of the day. A significant number still require support to arrive on time and be equipped for school.

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Attendance and behaviour Needs attention

A trained team of pupil anti-bullying ambassadors helps to ensure that any bullying is reported to staff. Leaders use the curriculum to educate pupils about types of bullying, including cyber-bullying and prejudiced comments. Some pupils and families do not have confidence that bullying is being tackled. Leaders recognise this and have reviewed their procedure to strengthen communication with pupils and families who report bullying.

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Curriculum and teaching Needs attention

Leaders have a clear vision for how they want pupils to learn. Some aspects are more embedded than others. For example, approaches requiring pupils to map their thinking and to think from different perspectives are well-established. By contrast, adapting teaching considering different pupils’ needs is at an early stage. Leaders have an accurate view of the quality of teaching based on rigorous monitoring. This informs ongoing training for staff.

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Curriculum and teaching Needs attention

The curriculum is designed to ensure that pupils read widely and often. The school helps pupils to read well over time by providing supported practice. Teaching helps pupils to complete extended writing tasks with support. However, addressing apparent gaps in pupils’ writing skills, so that pupils become fluent, accurate, writers over time, has not been prioritised sufficiently. Plans to develop pupils’ spoken language skills are also in their infancy.

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Curriculum and teaching Needs attention

Pupils follow a broad curriculum that is generally well planned. Pupils are deliberately exposed to important subject words before meeting them in the curriculum. Teaching, however, is not consistently effective. At times, the work given to pupils reflects low expectations. This makes it difficult for pupils to build up the confident knowledge they need to tackle the challenges that the curriculum holds later.

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Inclusion Needs attention

The support for pupils with special educational needs and/or disabilities has not been reliable over time. Families have low confidence in the school’s ability to meet pupils’ needs. This is being addressed as a priority. Leaders have drawn together a range of staff and services to form a team around each pupil. This is helping the school to identify pupils’ needs and provide the right blend of support. Staff receive regular, focused training about how to adapt their teaching to support most pupils to learn. The programme of staff training is shaped by leaders’ monitoring of pupils’ experiences. This work is at an early stage as there remain significant inconsistencies in how well pupils’ individual needs are met.

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Inclusion Needs attention

Disadvantaged pupils face significant barriers because weak writing skills go unaddressed and much learning is missed due to regular absences. Leaders are working with partners in the local area to develop early interventions which help to reduce exclusions and build better attendance. Support is provided in school to ensure that disadvantaged pupils are ready to learn each day and have access to enrichment activities. All of this is helping to improve pupils’ relationships with school. Effective personal and academic support for looked-after children and those known to social care is well established.

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Leadership and governance Needs attention

Since the previous inspection, improvements have not been sustained for long enough to have had a lasting impact. In light of this, the trust has recently acted to provide the leadership capacity that the school needs to embed real change.

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Leadership and governance Needs attention

Trust leaders have set out a clear model for improving teaching and leadership across the school through staff development. They are working with other schools to provide early intervention for pupils at risk of disengaging from education. Their school improvement plans show urgency on the right priorities, for example, ensuring that teaching meets the needs of all pupils. However, as implementation is at an early stage, it is too soon to see the impact take effect across the provision.

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Leadership and governance Needs attention

Staff value the renewed investment in their professional development. They are optimistic about the school’s capacity to improve. They recognise that new leadership is beginning to improve the conditions in the school. Staff workload is managed effectively and considerately across the school year.

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Leadership and governance Needs attention

The school benefits from the support and challenge of a well-informed academy governing board. The quality and impact of their work is assured by the trust. Governors have a realistic view of standards in the school and the key concerns of parents and carers. However, they recognise that there is more to do to re-build trust and communicate more effectively with families as the school moves forward with its plans for rapid improvement.

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Post 16 provision Needs attention

The sixth form offers a broad and interesting range of A-level qualifications and applied courses. A-level achievement was below average in 2025. Students often make better progress from their starting points on applied courses, but only a minority study these. Leaders have made some changes to the curriculum to offer alternative courses where achievement has been weak. Leaders do not fully understand the reasons for declining achievement and retention of students on courses in the sixth form. As such, they are not clear how to bring about sustained improvements.

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Post 16 provision Needs attention

Students follow a work-related learning and careers programme that helps them to secure ongoing placements in work, education or training. There is a focus on supporting students to gain university places on competitive courses. The school engages with local higher education institutions and the voluntary and charity sectors to support disadvantaged students to go to university. Students with vulnerabilities such as special educational needs and/or disabilities and those known to social care are well looked after in the sixth form. These students receive the pastoral and academic support they need to achieve positive outcomes.

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

Pupils speak knowledgeably on some topics, using relevant technical and subject vocabulary to explain themselves. From Year 7, reading is supported well. These strengths, however, have not resulted in pupils achieving well in national tests, including in the sixth form. This is because expectations have been too low over time. There has not been a sustained effort to improve pupils’ writing. The support for pupils with special educational needs and/or disabilities (SEND) remains inconsistent. It has been difficult for pupils to succeed due to poor rates of attendance and disruptive behaviour.

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

The school is undergoing a period of change as leaders work to raise standards. Systems are being tightened up. Pupils are expected to arrive on time and equipped for learning. Support is provided, for example, the ‘Right Start’ kiosk issues uniform and stationery. The school’s breakfast club helps to set disadvantaged pupils up for the day. Pupils recognise that a renewed focus on behaviour has reduced disruptive incidents.

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

Pupils and parents raise concerns about bullying and the amount of time that pupils spend in the school’s ‘study hub’ when teachers are absent. The school understands these concerns and has responded effectively. The procedure for responding to bullying reports has been strengthened. The student parliament, and pupil groups of anti-bullying and mental health ambassadors are playing a role in establishing a more positive environment. The quality of work and the time that pupils spend in the ‘study hub’ is closely monitored.

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

Every pupil gets the benefit of the school’s ‘values’ curriculum. This teaches them how to lead safe, healthy and productive lives. Pupils with SEND supported by staff in the ‘The Harbour’, have ‘values’ lessons adapted to meet their needs. The extra-curricular offer is prioritised as an important investment in pupils’ development. Through targeted funding and adaptations, the school aims to involve disadvantaged pupils and those with SEND fully.

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Next steps

Leaders should ensure that pupils consistently benefit from the adaptations to the curriculum and teaching that they need, so that they each have every opportunity to achieve highly. Leaders should ensure that weaknesses in pupils’ writing are identified early and addressed effectively. Leaders should check carefully that their attendance strategy is working to secure sustained improvements in pupils’ overall attendance and further reduce persistent absence. Leaders and governors should develop regular and constructive communication with families, to build trust and confidence as improvements are embedded across the school. Leaders should continue to develop their strategic oversight of the school’s improvement priorities, ensuring that improvements are implemented effectively and bring about a sustained impact over time.

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About this inspection

This school is part of the Thinking Schools Academy Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Stuart Gardner, and overseen by a board of trustees, chaired by Gerard Newman.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the principal and members of the school's senior leadership team, the CEO and regional director from the trust, and a group of trustees and academy board members, including the chair of the trust during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspector(s) confirmed the following information about the school:

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About this inspection

The school includes a specially resourced provision for autistic pupils. The provision is called 'The Harbour' and there are 18 places.

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About this inspection

The school currently makes use of 5 alternative provisions, including 4 that are unregistered.

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Team inspectors:

Malcolm Willis, Ofsted Inspector Jan Woodhouse, Ofsted Inspector Sophie Laing, Ofsted Inspector Kelly Olive, His Majesty's 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 school has undergone a significant change since the last inspection. A new principal joined the school in January 2026.

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What does this mean?

Principal: Rebecca Blackshaw 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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national average

2022/23 (final) -0.21 -0.03 Close to average

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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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national average

2022/23 (final) 28.6% 25.2% 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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national average

2022/23 (final) 38.1 35.0 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

2022/23 (final) -0.35 -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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national average

2022/23 (final) 33.05 34.16 Close to average

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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

2023/24 (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.

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Urgent improvement

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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