West Somerset College

What Ofsted said

From the inspection on 20 January 2026

Too many pupils do not achieve well enough. They are now beginning to learn an improved curriculum and experience high-quality teaching. It is too soon to establish the difference that these changes are making. Leaders’ actions to improve the behaviour of a significant minority of pupils are at an early stage. This means that some pupils do not live up to the school's expectations of their conduct. Some pupils do not attend school regularly enough. This is reflected in the school’s absence and persistent absence levels, which are significantly above national averages. Leaders are ambitious to raise pupils’ attendance. Some of their work has had a positive impact. However, some pupils’ attendance remains too low. The school has recently raised its expectations of pupils’ behaviour. Overall, pupils enjoy their learning. They typically have positive relationships with their peers and with staff. Pupils feel safe and are confident that staff will deal with bullying concerns swiftly. Leaders ensure that pupils receive suitable pastoral care and support. They have recently strengthened the school’s culture to promote pupils’ sense of belonging. They have introduced a ‘house system’ to develop a community spirit. These houses are named after local hills, such as ‘Dunkery’ and ‘Selworthy’. Overall, pupils are well prepared for life in modern Britain. They have opportunities to contribute to the school and wider community. For example, some pupils help at a local school, while some post-16 students support younger pupils in lessons. A range of trips develop pupils’ appreciation of diversity and heritage, such as visits to Japan, Spain and Poland. The school generally reduces barriers to learning for pupils who are disadvantaged or with special educational needs and/or disabilities. This helps them to make progress in their learning.

What the school should improve

• Leaders should ensure that rates of absence and persistent absence, particularly for disadvantaged pupils, reduce further so that pupils maximise their opportunities for learning and benefiting from the school’s wider opportunities. • Leaders should ensure that pupils who have gaps in their basic knowledge and skills receive effective teaching to close these gaps so that more pupils secure the expected standards in English and mathematics. • Leaders should strengthen the quality of teaching across the curriculum so that pupils and students typically achieve well in national examinations. • Leaders should take action to reduce persistent disruptive behaviour so that the school's ethos is embedded effectively in all areas.

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