Okehampton College

What Ofsted said

From the inspection on 27 January 2026

Most pupils enjoy their learning. They achieve well, including in their GCSE examinations at the end of key stage 4. However, some pupils do not receive the support that they need. For example, some pupils with special educational needs and/or disabilities or those who face other barriers to learning do not experience teaching that is well matched to their needs. As a result, they do not achieve as well as they could. Post-16 students experience inconsistencies in the quality of teaching. This affects how well they achieve, including in their A-level courses. In the main, students in key stage 5 do not achieve well enough. Pupils generally have positive relationships with their peers and staff. Most feel that staff support them with their learning and provide valuable experiences beyond the classroom. For instance, pupils benefit from educational trips and visits, including opportunities to travel abroad to places such as Switzerland and New York. Pupils build their resilience and character by taking part in the Duke of Edinburgh’s Award or '10 Tors' events. Some pupils hold leadership positions, such as house captains or anti-bullying ambassadors. These opportunities build their understanding of how to be a positive member of the school and wider community. Pupils learn to mark and remember significant historical events, such as Holocaust Memorial Day. Most pupils behave well and meet the school’s expectations of behaviour and conduct. However, a minority of pupils cause disruption or do not show enough respect to others. Pupils appreciate that leaders deal with poor behaviour and bullying effectively. This helps pupils to feel safe. Some pupils do not attend school regularly enough. This hinders their achievement and participation in broader experiences beyond the curriculum. Absence and persistent absence, although declining, are typically higher than national averages.

What the school should improve

• Leaders should ensure that levels of absence and persistent absence, particularly for pupils with special educational needs and/or disabilities (SEND), reduce further, so that pupils maximise their opportunities for learning and benefit from the school’s wider opportunities.
• Leaders should ensure that they provide effective support to improve the behaviour of pupils, including those who face barriers to their learning and/or wellbeing.
• Leaders should ensure that effective curriculum and teaching adaptations are made for all pupils with SEND so that they achieve well and thrive.
• Leaders should ensure that teachers have the expertise they need to quickly close any gaps that pupils have in their basic reading, handwriting and mathematics skills.

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