Belong School Devon

What Ofsted said

From the inspection on 9 June 2026

Belong School Devon is a place where pupils feel safe and can be themselves. Staff take great time and care to get to know pupils when they arrive. They understand the barriers pupils face and the reasons why they have not been able to thrive in mainstream schools. Pupils benefit from an ambitious and highly bespoke curriculum. Alongside traditional subjects, pupils take part in a range of outdoor activities and offsite visits. They benefit from regular 'relational' time with their learning coaches, where they build positive relationships and have time to reflect and discuss their progress and things they may be finding difficult. Pupils' talents are nurtured. Again, scheduled time to develop personal talents and interests is part of the school day. For example, pupils have time to develop skills and complete projects in art, design or music. While some pupils still struggle to attend regularly, the majority attend well and value these wider opportunities. This helps to create a sense of belonging. The school has high expectations of pupils' behaviour, which align with its vision to prepare pupils for life beyond school. Over time, most pupils meet these expectations because skilled staff support them to regulate their emotions and interact positively with peers. Pupils interact across the age range and are very supportive of one another. Many pupils build their confidence and resilience and thrive in this nurturing environment. Bullying is very rare because staff are highly vigilant and effectively support pupils to resolve conflict and learn to make positive choices. Typically, pupils enjoy their learning. The school is ambitious for them and their achievements. Many pupils are well-prepared to sit examinations at the end of Year 11. The school is highly effective in supporting pupils into their post-16 destinations, many of which are in mainstream colleges.

What the school should improve

• Leaders should ensure that they identify precise and ambitious strategies to remove the barriers to learning and attendance that pupils face, systematically adjusting these strategies when needed.
• Leaders should ensure that identified gaps in foundational knowledge close quickly, in particular by ensuring that the school’s phonics scheme is delivered with consistent fidelity.
• Leaders should ensure that teachers systematically check pupils’ understanding, ascertaining what they know and where there are gaps, so pupils can complete tasks with confidence and deepen their understanding of the curriculum.

Read the full Ofsted report (opens in a new tab)