Okehampton College

Strengths

• Leaders have stabilised the school after a period of turbulence and prioritised appropriate improvement actions.
• Pupils, including disadvantaged pupils, typically build knowledge and skills well, and most GCSE performance is in line with national averages.
• The vast majority of pupils secure basic skills in reading, writing and mathematics by key stage 4.
• Personal development is coherent and includes effective careers education, British values and a broad extracurricular offer.
• Most pupils behave well, staff apply behaviour policies consistently, and pupils feel safe because poor behaviour and bullying are dealt with effectively.
• Leaders have strengthened identification and assessment of SEND and work more closely with families.
• Pupils known to social care typically receive needed support, and alternative provision is used appropriately.
• Post-16 students are generally prepared well for next steps and benefit from careers advice and wider opportunities.
• Leaders manage staff workload and provide wellbeing support; trustees ensure statutory duties are fulfilled.
• Safeguarding standards are met, with an open culture where concerns are identified and managed.

Areas for Improvement

• Attendance is well below national averages and persistent absence is high, particularly for disadvantaged pupils and those with SEND.
• Some disruption to learning continues, and suspension rates are high.
• Staff need further skills to support pupils with complex behaviour needs, including some pupils with SEND.
• Teaching is not adapted effectively enough for some pupils with SEND, with inconsistencies in strategies and support.
• A small number of pupils have gaps in basic reading, writing and mathematics, and staff do not always have the expertise to close them quickly.
• Inclusion planning and implementation are not precise enough, hindering how well some pupils achieve.
• Leaders lack clear insight into how to overcome barriers preventing some disadvantaged pupils from participating in wider activities.
• Post-16 students do not achieve well enough; achievement is consistently below national averages in examinations.
• Post-16 teaching does not consistently provide opportunities to recall and apply knowledge or make effective SEND adaptations.
• Higher prior-attaining pupils achieved less well in some subjects in 2025.
• Some improvements are in their infancy, so impact over time is not yet determined.

• Primary Schools
• Secondary Schools