West Exe School

What Ofsted said

From the inspection on 16 June 2026

Pupils generally enjoy their learning and are prepared for the next steps in their education. They typically receive effective teaching and progress well through the school’s curriculum. Pupils’ achievement is reflected by published outcomes. These show that pupils, including those who are disadvantaged, generally perform in line with national averages in most examinations. In a few subjects, pupils achieve particularly well, such as in science and mathematics. Pupils who need additional support with their learning generally achieve well too. For example, pupils with special educational needs and/or disabilities (SEND) typically receive the help that they need to succeed. Most pupils enjoy positive relationships with staff and each other. There are a wide range of opportunities for pupils to build friendships and skills. For example, pupils participate in national and international visits, such as Paris or Munich. These experiences develop their cultural knowledge and confidence to travel. Pupils participate in clubs and activities. These build their teamwork and leadership skills. Pupils are proud to represent the school in productions or when running events with local primary schools. Pupils’ attendance has only recently moved in line with the national average. However, some pupils still do not attend well enough. Levels of persistent absence among disadvantaged pupils, and those with SEND, are consistently well above the national average. Older pupils do not attend as well as younger pupils. As a result, a significant minority of pupils miss out on learning opportunities and wider experiences. Pupils are safe and generally behave well. Their learning is not often disrupted by poor behaviour. Pupils typically have positive attitudes to learning. On the whole, pupils and parents have confidence that the school tackles bullying effectively.

What the school should improve

• Leaders should raise further pupils attendance, especially the attendance of disadvantaged pupils and those who face other barriers to their learning and/or wellbeing.
• Leaders should ensure that they gain precise insights into the impact of their work, so that they adapt strategies to bring about continuous improvement and give assurances of this to those responsible for governance.
• Leaders should ensure that teachers check consistently that pupils have gained intended knowledge, so that teaching can be adjusted to tackle any misunderstandings that pupils have.
• Leaders should raise their expectations of the quality and accuracy of pupils' written language, so that pupils produce high-quality work across the curriculum.

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