|Ofsted Inspection Rating||Inadequate|
|Inspection Date||01 May 2019|
|Address||Trescobeas Road, Falmouth, Cornwall, TR11 4LH|
|Religious Character||Does not apply|
|Number of Pupils||921 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.0|
|Academy Sponsor||Falmouth Mat|
|Percentage Free School Meals||12.4%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||8.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Falmouth School is part of the Falmouth multi-academy trust formed in 2017. The trust consists of this secondary school and two primary partners. The chief executive of the trust is also headteacher of Falmouth School. There has been a recent restructuring of the leadership team. Four deputy headteachers each oversee an aspect of the school’s improvement plan. The school is an average-sized 11-18 secondary school. An unusually high number of pupils leave the school roll in Years 10 and 11. The proportion of pupils eligible for free school meals is lower than the national average. The majority of pupils are White British, and the school has 11 out of the 17 possible ethnic groups. The proportion of pupils who speak English as an additional language is lower than the national average. In 2018, 17 pupils were entered for the English for speakers of other languages (ESOL) qualification, at least double the proportion of pupils who speak English as an additional language in Year 11. The proportion of pupils with SEND is lower than the national average, including pupils who have an education, health and care plan. Two pupils access provision at ‘Wave’, an alternative education provider.
Summary of key findings for parents and pupils
This is an inadequate school Leadership and management are inadequate. Leaders have not always acted in pupils’ best interests when taking them off the school roll. Such removal is ‘off-rolling’ according to Ofsted’s definition. In some cases, the removal from the roll was against the wishes of the family, the advice of the local authority and the professional judgement of other agencies. Leaders have failed to engage effectively with external agencies to ensure the well-being of pupils. Leaders have failed to foster a climate based on positive relationships. Too many parents, pupils and staff express dissatisfaction with aspects of the school’s provision. Leaders do not have a strategic oversight of the reasons why a larger than usual number of pupils leave the school other than at the end of Year 11. The quality of governance is weak. Governors do not hold leaders to account sufficiently for key aspects of the school’s work. Leaders’ self-evaluation clearly outlines what is to be achieved. However, it is less clear how this will be done and the impact of individual strategies to achieve these aims. Leaders’ overview of the effectiveness of the provision in place for pupils with special educational needs and/or disabilities (SEND) is weak. The support provided for these pupils is not systematically planned, reviewed or evaluated. There is a lack of analysis of the patterns of bullying or derogatory behaviour. Therefore, leaders are unclear as to the frequency of these incidents and whether they have been resolved. The school has the following strengths Pupils are confident and articulate. They behave well in lessons and around the site. The quality of teaching, learning and assessment leads to good academic outcomes. Leaders have employed effective strategies to improve attendance and to reduce the proportion of pupils who miss school regularly. The quality of sixth-form provision is good.