Charlestown Primary School


Name Charlestown Primary School
Website http://www.charlestown.cornwall.sch.uk
Ofsted Inspection Rating Good
Inspection Date 29 January 2019
Address Crinnis Road, Carlyon Bay, St Austell, Cornwall, PL25 3PB
Phone Number 01726812831
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 329 (49% boys 51% girls)
Number of Pupils per Teacher 22.1
Academy Sponsor Kernow Learning Multi Academy Trust
Local Authority Cornwall
Percentage Free School Meals 8%
Percentage English is Not First Language 0.9%
Persisitent Absence 6.7%
Pupils with SEN Support 6.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

A new headteacher joined the school in October 2016. The school is an average-sized primary school. The school joined the Atlantic Centre of Excellence Multi-Academy Trust in 2015. The proportion of pupils eligible for free school meals is below the national average. The proportion of pupils with SEND is slightly lower than national averages. The proportion of pupils who have an education, health and care plan is much lower than national averages. The majority of pupils are from White British backgrounds.

Summary of key findings for parents and pupils

This is a good school The headteacher and governors have high expectations of pupils and teachers. They have taken decisive action since the previous inspection, which has led to significant improvements in the quality of teaching and pupils’ learning. Effective partnerships across the multi-academy trust have strengthened leadership at all levels within the school, including the appointment of a new headteacher. Governors are committed to the school and to improving standards further. They have a good knowledge and understanding of the school’s needs. They provide strong levels of challenge to leaders. Leaders’ feedback helps teachers to improve their practice. However, their evaluations of teaching and learning do not identify exactly how to improve pupils’ progress even further. Teachers provide a stimulating range of activities that engage pupils’ interest in English and mathematics. However, this is less developed across other subjects. Occasionally, leaders’ evaluations of teaching do not link to priorities in the school improvement plan. Most pupils make good progress due to effective teaching. Just occasionally, teachers do not have high enough expectations of pupils. This occurs when teachers do not have a precise understanding of what some pupils need to do to improve their work. Pupils apply their skills in reading, writing and mathematics well. Pupils are keen and enthusiastic readers. They acquire phonics skills well, and most love writing. However, a legacy of weakness in writing skills limits a few pupils’, including the most able pupils’, progress. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) receive effective support. As a result, they make good progress. Children make a successful start in the early years because of good teaching, support and stimulating experiences. Pupils behave well and are sensitive to the needs of others. Pupils’ strong social awareness and enjoyment of school are clearly evident in lessons.