Head's Welcome

Head of College Welcome

Welcome to Dawlish College.

It continues to be an absolute privilege to be the Headteacher at Dawlish College – the staff and students are second to none and take all of life’s challenges in their stride. Despite current uncertainties as a result of the Covid-19 pandemic, we continue to hold onto our core purpose in all that we do. Behind all of the decisions taken and measures put in place sits the balance between keeping staff and students safe whilst also providing them with a varied and exciting school experience.

Dawlish College is a vibrant and exciting place to be, where we have the highest expectations of staff and students alike and seek to provide challenge at every available opportunity. As a small school, we have a very proud record of holistic support, care and individual attention: the happiness and well-being of our students is of paramount importance and is a vital foundation for their growth and development. Our college has an atmosphere of creativity and positivity that is generated by the provision of excellent opportunities for every individual thereby maximising the outcomes and improving the life chances of the young people in our care.

As a parent myself, I understand that you want your child to be inspired, supported and challenged to be the best version of themselves within an environment that knows them and values them as an individual. Thank you for entrusting me with the care and education of your child, present or future, and I look forward to unlocking their ambitions as I get to know them and work closely with you.

R Wickham

Pupil Premium and Catch Up

Applications for Free School Meals

Applying for free school meals and additional educational support for your child is simple and takes seconds.

You can get over £400 of free meals at school alongside a range of other benefits contained within our Pupil Premium Pledge by simply telephoning the Local Authority on 0845 155 1019 and give your National Insurance number and you child’s date of birth. You will be told immediately if you are eligible and the next steps in the process. We are not allowed to telephone on behalf of the parent or carer – it has to be done in person.

Our Pupil Premium Pledge includes:

So, a year’s worth of school meals alongside a range of educational benefits means that a simple phone call could be very worthwhile!

Pupil Premium at Dawlish College

The staff and governors are very proud of the work we do in improving outcomes for Pupil Premium children however we recognise that there is still much to be done. Pupil Premium students are at the forefront of our minds and their needs are regularly discussed and our spending is constantly assessed and evaluated. Additionally, we have a senior member of staff who is responsible for tracking the progress of Pupil Premium students throughout their time here at Dawlish College. As a result of all the great work that goes on here at Dawlish College the gap between those who are Pupil Premium and those who are not has closed significantly. In 2017 Pupil Premium students gained over half a grade more across their GCSEs than they did the previous year; in English Pupil Premium students improved by a whole grade. These improved results have set all our Pupil Premium leavers firmly on their way to the next chapter of their education and future.

For many Pupil Premium students, barriers to achievement include poor literacy skills, disorganisation, reduced access to cultural and enriching opportunities and low aspiration. For this reason, much of our spending of the Pupil Premium is focussed around addressing these barriers. While examination results are the ultimate measure of the effectiveness of this spending, we consider the following to be additional measure of impact: accessing lessons, attendance, literacy and transition into further education, training or work.

Pupil Premium Pledge

Review of Expenditure and Planned Spend 2019-2020

Review of Expenditure 2017-2018 and Planned Spend 2018-2019

Planned Spend 2017-18

Underpinning all of the activities and support for disadvantaged students is the college-wide expectation of quality-first teaching coupled with a culture of high expectations and challenge.

Total Number of Pupils in school 633
Number of Pupils eligible for PP funding (this figure is not static) 136
Total PP budget £129,434





1:1/small group teaching for maths

  • Increase the progress made by the targeted students.


Transition Teacher

  • Tailored curriculum as part of transition to support cross-curricular skills of literacy and numeracy.


Assertive Mentoring

  • Increase the progress made by the targeted students.
  • Improve attitudes to learning.
  • Support with college applications.
  • Support with deadlines and revision.


Attendance Officer

  • Priority given to reducing the number of disadvantaged students with persistent absence.
  • Ensuring attendance in line with that of non-disadvantaged students.


Student Welfare Officers and counsellor

  • Running programs such as THRIVE, mindfulness and Early Intervention for Mental Health.
  • Ensure students’ attendance and attitude in lessons is positive.
  • Provide support for students with complex social and emotional needs (CiC, CiN, CP).
  • Advocate for and support most vulnerable disadvantaged students.


Educational Psychologist

  • To identify barriers to learning and develop strategies to ensure improved outcomes.


QA of Quality First Teaching

  • LT and HoF/HoS work in monitoring impact of teaching and learning over time.


Development of pedagogy

  • Enabling all staff to deliver high Quality First Teaching strategies to enable disadvantaged students to benefit from the best teaching and progress. A whole school key priority isto ensure disadvantaged gaps are closed. To embed ‘feedback’ as identified by the EEF Toolkit regular Professional development is required on an ongoing basis.


PP Champion

  • AP focus on implementing and evaluating faculty and whole school strategies designed to diminish the gap.


Behaviour  Interventions and

  • In-school strategies and interventions to support disadvantaged students.
  • Use of external providers where necessary to prevent, where possible, permanent exclusions of disadvantaged students. 


Resources and materials for revision and practical subjects

  • Ensure students have access to all the resources they require to succeed.


Extended Day

  • Additional teaching time provided at KS4 to improve student outcomes and diminish the gap.
  • Homework club to provide a supportive environment for home learning.


Careers Advice and support

  • Ensure students are fully informed prior to selecting college courses.
  • Prepare students for interviews and applications.
  • Strategically selecting students for early intervention.
  • Enable students to compete equally with non-disadvantaged students.


Admin Support and Data Management

  • Atkinson Reports
  • Data management for tracking and monitoring.
  • Home/School liaison



  • Inspirational visits and access to internal workshops designed to motivate students and broaden the horizons of disadvantaged students. Such as visits to universities, G&T workshops, STEM days.



  • Reward students for positive attitudes and work ethic to ensure engagement.
  • Monitor behavior to enable early intervention by SWO to avoid isolations and FTE.



  • To improve literacy levels in disadvantaged students



  • To support revision Yr9-11 in order to improve outcomes


Accelerated Reader

  • To engage disadvantaged students in reading and monitor progress.


Hardship Fund

  • To ensure student attendance and engagement with the curriculum in times of need



Catch Up Literacy

In 2017-2018 we worked with 29 students to improve aspects of their literacy, predominantly reading and spelling. 93% of students saw an increase in their reading age by an average of 1 year and 8 months although some improved by as much as 3 years and 4 months. 86% of students improved the accuracy of their spelling and increased their spelling ages by an average of 1 year and 1 month. These results were gained through a variety of activities including specialist teaching in a Transition group and use of programmes such as Lexia and Accelerated Reader.