Bideford College

What Ofsted said

From the inspection on 19 May 2026

While most pupils enjoy coming to school, a significant minority do not feel a strong sense of belonging. This is particularly the case for some pupils who face barriers to their learning and/or wellbeing. For example, attendance among pupils with special educational needs and/or disabilities is low and has only recently started to show signs of improvement. Some parents lack confidence in the school’s actions to meet the needs of pupils who face barriers to learning. Where these partnerships with parents are weaker, it hinders pupils’ feeling of belonging. Pupils are safe and most behave well. However, pupils who need support to improve their behaviour are only recently beginning to receive the support that they need. The school typically resolves bullying incidents effectively. Nonetheless, pupils and parents do not always feel that the school communicates clearly about resolutions to bullying issues. Pupils generally receive effective teaching and make progress through the curriculum. As a result, most achieve well and are prepared for their next steps. In the post-16 provision, students achieve well. Pupils benefit from a range of wider experiences and opportunities. Extra-curricular clubs provide pupils with the chance to develop different interests, such as model making or textiles. The school’s ‘character curriculum’ prepares pupils for the future by developing their knowledge of healthy lives and important skills, such as managing money. However, those pupils whose absence is high do not participate or thrive in this wider programme as much as those who attend more regularly.

What the school should improve

• Leaders should ensure that they gain rigorous insights into the impact of the school's work to support pupils who face barriers to learning and/or wellbeing, so that they can make swift and effective improvements when they are needed.
• Leaders should improve pupils' attendance, particularly pupils with SEND and pupils who are disadvantaged. They should ensure that teaching closes the gaps in pupils' knowledge and skills which result from missed learning.
• Leaders should ensure that teachers use assessment effectively across all subjects, so that they check what pupils know and adapt teaching accordingly.
• Leaders should build constructive relationships with all parents, so that parents have confidence in the school's work, and pupils are supported to belong and thrive.

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