Falmouth Primary Academy

Name Falmouth Primary Academy
Website http://www.falmouth.kernowlearning.co.uk
Ofsted Inspection Rating Good
Inspection Date 08 November 2016
Address Tregothnan Road, Falmouth, Cornwall, TR11 2DR
Phone Number 01326314070
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 296 (55% boys 45% girls)
Number of Pupils per Teacher 17.7
Academy Sponsor Kernow Learning Multi Academy Trust
Local Authority Cornwall
Percentage Free School Meals 39.3%
Percentage English is Not First Language 5.4%
Persisitent Absence 16.1%
Pupils with SEN Support 17.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information about the pupil premium and the curriculum on its website. The school does not comply with DfE guidance on what academies should publish about contact details, exclusion arrangements, performance tables, the curriculum, the pupil premium, the PE and sport premium, accessibility plan, equality objectives, complaints policy, governors’ information and duties, and charging and remissions policy. Falmouth Primary Academy is an average-sized primary school. It is a member of a multi-academy trust, The Learning Academy Trust, which it joined in 2013. The school’s executive headteacher is also the executive headteacher of another school in the trust, Foxhole Learning Academy in St Austell. The school has an area resource base for pupils with complex special educational needs, including autism spectrum disorder. This is funded by the local authority and currently has eight pupils attending it. The proportion of disadvantaged pupils in the school is much higher than the national average. The proportion of pupils with an education, health and care plan or a statement of special educational needs is much higher than the national average, as is the proportion of pupils receiving special educational needs support. The school uses one alternative provider, Nine Maidens Alternative Provision Academy. The school meets the current government floor standards.

Summary of key findings for parents and pupils

This is a good school Leaders and managers ensure that pupils typically make good progress during their time at the school. In particular, the progress of disadvantaged pupils is in line with the national average for other pupils. At key stage 2 their results are often equal to or better than other pupils nationally. The most able disadvantaged pupils are very well catered for by the school. Leaders focus precisely on their needs and address any barriers to learning effectively. Pupils’ attainment in key stage 1 is below average, although they do make good progress from low starting points. Outcomes in writing at key stage 2 show that the most able pupils are not yet producing work with the level of sophistication necessary to attain at greater depth. Teaching is typically good and is characterised by good subject knowledge, precise attention to pupils’ individual needs and effective questioning. Teaching is well led and teachers, including those who are newly qualified, feel well supported in their professional development. The early years foundation stage is very well led and children make outstanding progress, often from starting points that are well below average for their age. Pupils’ personal development is outstanding and they display very positive attitudes to their learning, demonstrating maturity and resilience across a range of subjects. The behaviour of pupils is outstanding and any disruption to learning is extremely rare and efficiently dealt with by teachers if it does occur. Pupils with complex special educational needs in the area resource base make very good progress and this prepares them well either to re-join mainstream education or to move on to other specialist settings. The resource base is very well led. The local advisory body is committed to the school and its members speak positively of the important role it plays in the local community. Nonetheless, their understanding of the school’s strategic priorities lacks precision.