Okehampton College Review 2026: A large West Devon secondary with a broad curriculum and a clear improvement agenda

Okehampton College is an 11 to 18, mixed, state-funded secondary serving Okehampton and the wider West Devon area. It is part of Dartmoor Multi Academy Trust and, like many larger rural secondaries, it balances community breadth with the practical realities of transport, staffing, and post-16 viability.

The most recent Ofsted inspection (May 2023) graded the school Requires Improvement across all areas, including sixth form provision. Since then, leadership has changed and the current principal is Gareth Smith.

For parents, the key picture is mixed but understandable. GCSE outcomes sit around the middle of schools in England on the FindMySchool ranking, while Progress 8 is slightly below average, suggesting outcomes are not yet as strong as they could be given pupils’ starting points. Sixth form outcomes, where available, sit below England averages and, crucially for 2026 entry planning, the school has announced it will not recruit a new Year 12 intake for September 2026 due to low numbers.

Okehampton College positions itself around a straightforward ambition: helping students become caring people who embrace challenge and thrive in society. That is concise, but it matters because it frames the current chapter as one of rebuilding confidence and consistency.

The school is organised through a house structure, with house teams including Ash, Beech, Elm and Oak referenced in school communications, which can help pupils feel “known” in a larger setting. In a school this size, those pastoral touchpoints often make the difference between a student coasting anonymously and one who feels anchored.

The 2023 inspection narrative describes an environment that was in flux, with leadership turnover affecting confidence among pupils and parents and with behaviour seen as a concern. At the same time, safeguarding arrangements were judged effective, which is an important baseline for families weighing up a school that is still improving.

Since then, the school’s public messaging puts strong emphasis on behaviour, high expectations, and trust-wide collaboration. The detail to watch is consistency: the difference between a clear policy and a reliably calm classroom experience is day-to-day follow-through across every subject and teacher.

At GCSE level, the school’s FindMySchool ranking places it 2,515th in England and 1st in West Devon for GCSE outcomes (FindMySchool ranking, based on official data). In plain English, this sits in line with the middle 35% of schools in England (25th to 60th percentile), rather than at either extreme.

Attainment 8 is 43.6 and Progress 8 is -0.24. For parents, the simplest reading is that overall attainment is moderate and pupils, on average, make slightly less progress than similar pupils nationally.

The EBacc-related measure (10 for pupils achieving grades 5 or above in the EBacc measure) suggests this is not currently an EBacc-heavy school, or that entry patterns and outcomes differ from more academically selective settings. This often aligns with comprehensive schools in rural areas where pupil interests, staffing and option blocks drive a more mixed Key Stage 4 diet.

At A-level, the FindMySchool ranking places the sixth form 1,775th in England and 1st in West Devon for A-level outcomes (FindMySchool ranking, based on official data). This sits below England averages overall (bottom 40% band). Grade breakdown shows 3.28% at A*, 6.56% at A, 31.15% at B, and 40.98% at A* to B.

One practical implication follows. Families considering sixth form routes should treat subject breadth and cohort size as central to the decision, not just headline grades, particularly in light of the current uncertainty over Year 12 recruitment for September 2026.

The academic “shape” of the school is clearer than many comparable secondaries because curriculum areas are presented as distinct pillars, including STEM, Linguistics and Literature, Global Studies, Creative Arts, and PAVE (Physical, Applied and Vocational Education). That structure matters because it signals intentional sequencing rather than a collection of disconnected departments.

The latest inspection describes a carefully planned and broad curriculum, but with inconsistent implementation and variable checking of understanding, leading to gaps in recall and retention. The implication for students is that experience can vary significantly between subjects, which can be especially challenging for pupils who need tight routines and consistent feedback loops to build confidence.

Where the school’s published curriculum detail is strongest is in PAVE. This is explicitly defined as Physical, Applied and Vocational Education, and includes Engineering (Years 10 and 11), Design and Technology (Years 10 and 11), Hospitality and Catering (Years 10 and 11), and Food and Catering and Technology projects through Years 7 to 9. The presence of specific project titles, such as Box Project and Toy Truck in Year 7 and Night Light in Year 8, suggests a practical, product-led approach where students learn through making, iteration, and applied problem-solving.

That approach can be an advantage for students who learn best through tangible outputs and coached practice, particularly if the school is also tightening expectations around lesson routines and completion standards.

For post-16 destinations, the available dataset indicates a varied picture for the 2023 to 2024 leavers cohort (cohort size 79). Within that cohort, 32% progressed to university, 4% to apprenticeships, 46% into employment, and 1% into further education. The pattern suggests a sixth form cohort where direct employment is a common route and where apprenticeships are present but not yet a dominant pathway.

On the “high tariff” end, the Oxbridge figures show 6 applications, 1 offer and 1 acceptance over the measurement period provided. For a comprehensive school in a rural area, that indicates there is at least a small pipeline of students aiming for the most competitive universities, though it is not currently a defining feature of the sixth form identity.

A major and time-sensitive consideration is that the school has publicly stated it will not start a new Year 12 group in September 2026 due to low student numbers. Families with students currently in Year 11 should treat this as a planning priority and review alternative sixth form and college options early, especially if transport costs and travel time are material constraints.

Year 7 entry is coordinated through Devon County Council’s normal round admissions process. For September 2026 transfer, Devon states the application window goes live on 01 September 2025, with the closing date 31 October each year. If you are applying after that point, Devon classifies it as a late application and it may be disadvantaged relative to on-time applications where schools are oversubscribed.

The school’s own admissions guidance aligns with that pattern, indicating the closing date is normally at the end of October and advising families to check the current year’s official dates.

Unlike selective settings, there is no published entrance test requirement in the sources reviewed here, so the practical determinants are likely to be the local authority oversubscription criteria, your address, and the availability of places in the year group. Families who are weighing up multiple options can use FindMySchool’s Map Search to check travel distance and day-to-day practicality, even where a published last-offered distance is not available for the school.

For post-16, the school’s own published timeline for September 2026 entry includes an online application deadline of 21 November 2025, with transition days in July 2026. However, this sits alongside the January 2026 announcement about no new Year 12 intake for September 2026, so families should rely on the most recent school communication when planning.

Pastoral strength is a key differentiator for any improving school. The inspection evidence states safeguarding arrangements are effective and describes systems for reporting concerns, staff training, and prompt action with external agencies where needed. That offers reassurance on safety processes, even while other aspects of school experience were still being tightened.

The school’s SEND information also provides more concrete detail than many comparators. Support is described on a graduated approach, with targeted interventions such as social skills groups and a specialist pathway including The Base for students with EHCPs or those on an assessment pathway who struggle to access mainstream lessons. An Enhanced Learning Provision is also described, with 60% of timetable delivered by a dedicated primary-trained teacher for Key Stage 3 students who are not yet “secondary-ready”, which is a very specific form of scaffolding that can reduce anxiety and improve engagement.

For emotionally based school avoidance, the school references EBSA Twilight as an after-school reintegration offer. It also references Emotional Logic, keyworker check-ins, and planned sensory activities, plus named elements like Eco Ranger Farm. The practical implication is that the school is trying to build structured, repeatable routines for pupils whose attendance and regulation needs are the main barriers to learning.

The 2023 inspection noted a limited range of clubs and trips at that time. What families should look for now is evidence of an expanding enrichment programme that is consistent, staffed reliably, and accessible to students who rely on school transport.

There are two operational details that support access. First, the published school day includes a dedicated after-school slot (15:20 to 16:30) for clubs and activities, which implies extracurricular time is built into the rhythm of the week rather than being ad hoc. Second, the school publishes late bus provision on Tuesdays and Thursdays, with routes that serve multiple local villages and towns. In rural Devon, this matters: a strong club offer is significantly less useful if students cannot get home afterwards.

For students who are less motivated by traditional clubs, the school’s PAVE offer can function as enrichment in its own right. Projects such as the Year 7 Box Project and Toy Truck and the Year 8 Night Light indicate practical build-and-evaluate experiences that often hook students who are less engaged by purely written work. That can translate into better attendance and stronger work completion, provided behaviour expectations and classroom routines are consistent.

At sixth form level, the inspection report references leadership development workshops, including Humantopia, used to support older students in mentoring younger pupils. Done well, this can raise belonging and reduce behaviour issues by giving older students visible roles and responsibility.

The published school day starts at 08:35 and finishes at 15:10, with pupils expected on site in time for morning line-up at 08:40. After-school clubs and activities run 15:20 to 16:30.

For transport, the school publishes late bus routes on Tuesdays and Thursdays, designed to support students attending after-school activities. Routes are shown as serving areas including Chagford, Hatherleigh, North Tawton, Bridestowe, Lydford and others, with a note that stops may differ from daytime school transport drop-off points.

Because transport is often a deciding factor for West Devon families, it is worth pressure-testing your plan for both ends of the day. A school that is workable on paper can become difficult if a parent’s working day cannot accommodate unexpected cancellations or if a student needs regular after-school support.

• Ofsted trajectory and pace of change. The most recent graded inspection (May 2023) rated the school Requires Improvement across all categories. If you are considering the school now, ask what has changed since then, particularly around classroom consistency, behaviour routines, and curriculum implementation.

• Behaviour and culture consistency. The inspection evidence highlights that behaviour was a concern for pupils and parents and that low-level disruption persisted in some classrooms at that time. Families should explore how behaviour expectations are now embedded across departments and how consistently sanctions and support are applied.

• Sixth form uncertainty for September 2026 entry. The school has stated it will not recruit a new Year 12 cohort in September 2026 due to low numbers. This is a major planning variable for Year 11 families, particularly where transport costs to alternative providers are material.

• Rural logistics can shape experience. Enrichment and intervention are more accessible when transport aligns with clubs and support sessions. Review the late bus routes and timings against your home location and your child’s likely after-school needs.

Okehampton College is a large, comprehensive secondary that is working to rebuild consistency after a period of leadership turnover. Outcomes at GCSE sit around the middle of schools in England on the FindMySchool ranking, while Progress 8 indicates there is still work to do in translating curriculum plans into reliably strong learning and progress across all classrooms.

This school suits families who want a local, community-based secondary with a broad curriculum that includes practical, applied pathways such as engineering and hospitality, and who value a structured SEND offer for students who need scaffolding and reintegration support. The main challenge is judging the pace of improvement and, for post-16, planning around the currently stated position on Year 12 recruitment for September 2026.