Carclaze Community Primary School

About Carclaze Community Primary School Browse Features

Carclaze Community Primary School


Name Carclaze Community Primary School
Website http://www.carclazesch.org
Ofsted Inspection Rating Requires improvement
Inspection Date 17 January 2018
Address St Piran’s Close, St Austell, Cornwall, PL25 3TF
Phone Number 0172674194
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 420 (49% boys 51% girls)
Number of Pupils per Teacher 25.0
Academy Sponsor Cornwall Education Learning Trust
Local Authority Cornwall
Percentage Free School Meals 14.8%
Percentage English is Not First Language 0.5%
Persisitent Absence 6.5%
Pupils with SEN Support 12.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets the government’s current floor standards. The school converted to become an academy in February 2015. It is part of the Peninsula Learning Trust. The proportion of pupils who have SEN and/or disabilities is similar to the national average. The proportion of pupils who have English as an additional language is lower than the national average. The proportion of pupils in receipt of the pupil premium is similar to the national average.

Summary of key findings for parents and pupils

This is a school that requires improvement Since the academy conversion in February 2015, significant turbulence within the school and trust has distracted school leaders, leading to a decline in pupils’ outcomes in reading, writing and mathematics. Leaders have taken too long to tackle weaknesses in teaching and learning. As a result, some poor teaching persists which slows pupils’ progress, especially in writing. Leadership roles and responsibilities are not clearly defined and understood. As a result, some leaders lack confidence, especially in special educational needs (SEN) and/or disabilities and in leading the pupil premium strategy. Leaders do not evaluate the depth of pupils’ learning across the curriculum well enough. As a result, pupils’ experience and their enjoyment of the full range of subjects are reduced. Teachers’ use of assessment information is weak. Consequently, work is not consistently well matched to pupils’ needs and prevents them from building effectively on prior knowledge, especially in writing and mathematics. Teachers’ expectations are not consistently high enough, which leads to too few pupils reaching the standards of which they are capable, including the most able pupils. Pupils’ poor outcomes, coupled with limitations in the curriculum, mean that they are not prepared well for the next stage in their learning, particularly disadvantaged pupils. Leaders in the early years ensure that children are nurtured in a caring and positive environment. However, the children do not make consistently strong progress to be well prepared for key stage 1, especially the most able and disadvantaged children. The school has the following strengths Leaders’ and governors’ recent actions are now starting to have a discernible impact on the quality of teaching, learning and assessment. The rigorous implementation of a daily phonics programme is rapidly improving pupils’ phonics knowledge and reading. Safeguarding is effective. Leaders’ self-evaluation is accurate and reliable. As a result, they know where strengths and weaknesses are to be able to improve the school. Leaders ensure that staff morale is high. This is having a positive impact on the drive for rapid improvement.