Falmouth School has raised its Ofsted status from ‘inadequate’ for the first time in four years.

Although inspectors noted that there was still much work to be done, with the overall rating now ‘requires improvement’, it is a step in the right direction for the school, which has been battling to improve its status since May 2019.

Headteacher Lenka Chanter, who joined the school in January this year, said: “I am absolutely delighted that Falmouth School has now officially moved out of the ‘inadequate’ category. The staff, students and community have been waiting for this to happen for a long time.

“We have a lot of hard work ahead of us but are determined to create a school that everyone in our community is proud of.

“We are fully aware of the next steps we need to take. The Ofsted inspection details this and confirms the level of improvements we aspire towards. We will have an even greater emphasis on the quality of teaching and learning.

“We are confident that the students, staff and the community will continue to work together to achieve these improvements. We look forward to sharing our success.”

Report findings

Ofsted inspectors visited at the start of February and noted that since the last full inspection, four years ago, the school had been overseen by an interim headteacher and then two further headteachers.

The report states: “The school has experienced significant staffing issues since the previous full inspection. The many changes at senior level have been unsettling for staff, parents and pupils.

“The school has struggled to recruit specialist teaching staff. This has impacted negatively on the quality of education some pupils receive.”

However, they went on to welcome the appointment of Mrs Chanter, adding: “The new headteacher articulates the highest expectations of staff and pupils. While it is too early to see substantial impact, she has galvanised leaders to start to bring about the many improvements needed.”

While pupils said they felt safe in school, a “large proportion” of parents told inspectors they believed some pupils did not behave well enough – something inspectors said they agreed with, pointing out: “While some pupils enjoy school and conduct themselves well, too many do not demonstrate positive attitudes.

“If bullying happens, most pupils say they have an adult that would help them. However, some pupils are less confident in how effectively staff deal with these issues.”

The report also notes that a recently introduced tool for pupils to report concerns is beginning to be used, which pupils welcomed, but “some are still sceptical as to whether staff will act and support them promptly.”

Among the positives in the report was students’ access to the cycle track, fitness suite and dance studios. Pupils are also able to take part in a range of extra-curricular activities to develop their talents and interests.

Pupils with special educational needs and/or disabilities (SEND) who attend the sports outreach programme spoke proudly of their achievements.

What does the school do well and what does it need to do better?

Inspectors described Mrs Chanker as “resolute in her determination to bring about improvement.”

They noted: “She is fully aware of parental concerns regarding poor communication. Parents have welcomed a recent meeting and more regular communication from the headteacher.”

They found some “initial impact” in improving behaviour, but added that most initiatives were still in their infancy and are yet to make a discernible difference.

Rigorous monitoring and evaluation of the key aspects of the school’s work – including assessing the quality of the curriculum – still has to take place, meaning currently leaders are unable to full understand how effective their work has been, and make changes accordingly.

Some subject leaders were praised for having “carefully considered” what was important knowledge that pupils must learn, but in other subjects this had not been identified clearly yet.

Inspectors found that published results for 2022 reflected the “long-term weakness in the quality of education those pupils had received.”

However, improvements in the curriculum meant that pupils currently in the school are learning better than those who have left, although there “remains much more to do.”

Many pupils did not engage and had stopped trying, resulting in behaviour often deteriorating, said inspectors. Some teachers failed to challenge this and did not expect enough of pupils.

Improvements were found in the raising standards of reading, and encouraging pupils to enjoy it, with a focus placed on reading in English lessons, tutor time and use of the library.

The report finds that many parents of pupils with special educational needs and disabilities raised concerns about the support given to their children, although inspectors found the needs of pupils with SEND are “known well” by leaders – but some teachers did not use this information well. As a result some pupils struggled to build their knowledge.

Falmouth School joined The Roseland Multi-Academy Trust in September 2020, and the report states: “Trust leaders acknowledge the need for rapid improvement in the school. They show a determination to bring about the much-needed changes.

“The recently formed local monitoring committee understands its responsibilities well.”

However the inspectors also noted: “Expectations have been raised. Some staff find these raised expectations and the associated workload a challenge.”

The report found the school “no longer requires significant improvement”, but rated every aspect of the school – overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and sixth-form provision – as ‘requires improvement’.