On Track Education Totnes

What Ofsted said

From the inspection on 24 June 2025

Many pupils have been out of education for long periods of time before coming to this school. Most arrive with negative views of education. However, through well-considered, bespoke approaches to the curriculum, pupils learn to re-engage with school and thrive. The strong, caring relationships between staff and pupils are central to the ways in which the school transforms pupils' aspirations for their next steps. Through sensitive and personalised support, pupils rebuild their self-esteem. They are happy and feel safe. The school sets high standards for pupils' behaviour. Staff model these expectations effectively. Through supportive conversations and well-informed strategies, staff help pupils to regulate their emotions and behave well. The school's personal development programme supports and shapes pupils' character development well. It is a core part of the curriculum. The school prioritises pupils' physical health. For example, they learn to swim, play football and exercise in the gym. The school has high aspirations for pupils' academic success. Pupils' interests and intellectual curiosity inform the curriculum. For instance, pupils learn a tailored music curriculum that enables them to excel in playing the guitar and piano. Pupils achieve well. They are well prepared for further education, apprenticeships and work.

What the school should improve

• In a few subjects, the school has not considered with clarity the order in which pupils should learn key knowledge. This means that pupils do not always build sequentially on their prior knowledge. As a result, pupils do not learn as well as they could. The school should ensure that all subject curriculums are well- sequenced so that staff help pupils learn the important knowledge they need to build more complex understanding.
• There is a strong culture of safeguarding at the school which ensures the physical safety and emotional well-being of pupils. However, the system for recording concerns about pupils is not robust enough. The school must ensure that the recording of safeguarding concerns, however small, is consistent and thorough.
• The personal development programme does not ensure that pupils get sufficient opportunity to discuss complex concepts such as consent and healthy relationships. As a result, pupils do not deepen their understanding. The school should ensure that pupils have planned opportunities to discuss their knowledge and understanding about issues that impact on their personal development so that they are well-prepared for adulthood.

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