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.

S Banks


Sex Education Focus

The teaching of Relationship and Sex Education is not only mandatory, but extremely important to help develop and broaden our learner's personal journey. I was really heartened to see the way in which all our students approached what can be a challenging topic to hear about and discuss. They were mature, inquisitive, and humorous throughout, and brought many pertinent and important questions to the sessions.

One student said that 'the sessions were very useful, especially STI's', whilst another described them as 'informative and important', and a third said 'the Q&A session was proper wicked!'

My thanks also go to the team of staff who delivered the sessions with enthusiasm, sensitivity, and honesty, without this the subject can become awkward and difficult to absorb. Resources and books are still available in the library.

Andrew Malcolm

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