|Name||Foxhole Learning Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 September 2018|
|Address||Beacon Road, Foxhole, St Austell, Cornwall, PL26 7UQ|
|Religious Character||Does Not Apply|
|Number of Pupils||89 (52% boys 48% girls)|
|Number of Pupils per Teacher||14.7|
|Academy Sponsor||Kernow Learning Multi Academy Trust|
|Percentage Free School Meals||22.5%|
|Percentage English is Not First Language||3.4%|
Information about this school
Foxhole Learning Academy is a small primary school. It is part of The Learning Academy Trust (TLAT). Since the last inspection, local governance has become the responsibility of an interim management board, which reports to the board of trustees. The trust has a chief executive officer, who oversees the work of the executive headteacher and the head of school. Pupils are currently taught in four classes: Reception; Years 1 and 2; Years 3 and 4; and Years 5 and 6. These arrangements can vary from year to year, depending on the size of each individual year group. The school has a much larger proportion of disadvantaged pupils than the national average. It is situated in an area of higher than average deprivation.
Summary of key findings for parents and pupils
This is a good school Leaders have worked successfully to improve the standard of education at the school. As a result, current pupils are making good progress and achieving well. Teaching has improved since the previous inspection. It now meets the needs of pupils more precisely and provides them with more challenge, whatever their starting points. The curriculum is well conceived and planned, with a key focus on raising pupils’ aspirations in an area of relatively high economic deprivation. The quality of governance has improved since the last inspection. The trust has taken effective steps to ensure that the rigour of critical oversight provided by governance has been heightened. Leaders have created an enthusiastic new middle leadership team. These middle leaders, however, have not yet had the time to demonstrate significant, sustained impact. Pupils’ behaviour is good. They conduct themselves well both inside and outside the classroom. Leaders and other staff work well to promote pupils’ personal development. The enrichment of pupils’ spiritual, moral and social development lies at the heart of the curriculum. Children in Reception get off to a good start to their education. Experienced staff ensure that children settle quickly and begin to learn well. Phonics teaching is very well organised and delivered. As a result, pupils make good progress in their reading and writing. The quality of assessment of pupils’ work has improved noticeably since the previous inspection. Leaders now have a much better understanding of the progress that pupils are making. Nonetheless, the quality of assessment in the classroom, including by questioning, is sometimes not precise enough.