Goonhavern Primary School

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About Goonhavern Primary School

Name Goonhavern Primary School
Ofsted Inspections
Headteacher Mrs Rachael Hatch
Address Newquay Road, Goonhavern, Truro, TR4 9QD
Phone Number 01872573311
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 205
Local Authority Cornwall
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Goonhavern Primary School are happy, considerate and well mannered. A response to the online survey, Ofsted Parent View, reflected that of many by commenting, 'You will have to work hard to find a child not smiling.'

Leaders ensure the school rules to be 'ready, respectful and safe' are commonly understood and applied fairly. Pupils value the rewards they receive, particularly through the 'house' system. Older pupils have a sophisticated understanding of bullying.

They say that incidents are uncommon. All pupils agree that staff sort out any concerns well. This, alongside the pastoral support they receive, helps pupils to feel safe. have high expectations for all pupils, both academically and more widely. The vast majority of pupils have positive attitudes to learning, including pupils with special educational needs and/or disabilities (SEND). Most pupils attend school regularly and on time.

Wider opportunities are well considered and frequent. Parents and carers, alongside pupils, value these. Pupils enjoy attending a range of extra-curricular clubs, including netball, choir, a rock and pop band and a well-being club.

All pupils have the opportunity to learn a musical instrument. The choir have performed at local and national events.

What does the school do well and what does it need to do better?

Children in the early years get off to a good start.

Leaders place personal, social and emotional development at the heart of their learning. Staff use interactions with children to develop communication and language skills effectively. Pupils learn happily with their peers and adults.

Leaders consider carefully how the outdoor area can support children's physical development. Children are supported to manage risks, for example from climbing low hanging branches and knowing how to be safe around the class fire.

Leaders are ambitious for all pupils.

They have developed a curriculum based around the school vision to 'nurture the seed and together we will grow'. Leaders, including governors, identify the right key priorities to improve the curriculum further. In most subjects, they have sequenced the curriculum so that pupils build on what they have learned.

For example, in music, pupils progress from playing simple notes on the glockenspiel to chords on the guitar. Pupils use the ambitious vocabulary that has been identified by leaders. Staff check what pupils know and remember.

They remedy gaps in learning and misconceptions that arise.

In some subjects, leaders have not considered some important knowledge and concepts carefully enough. This means that, although pupils remember what they have learned, they do not always make connections to what they know already to deepen their learning further.

In addition, some subject leaders do not evaluate their subject sufficiently to check that pupils have learned what was intended.

Leaders have a sharp focus on reading. Children learn to read as soon as they start school.

Leaders have identified high-quality texts for pupils to read and know well. These support pupils to understand some key themes linked to diversity and difference. Pupils in the early stages of reading follow a carefully sequenced phonics curriculum.

They use the sounds that they know to read well-matched books. Staff routinely check the sounds that pupils remember. They provide timely support for some pupils who need help catching up.

As a result, pupils become confident readers.

Staff identify and meet the needs of pupils with SEND effectively. Parents agree with this.

The special educational needs coordinators (SENCos) guide staff to provide tailored resources and support. This means that these pupils learn well. Leaders carefully consider the talents and interests of pupils with SEND.

They have the same opportunities available to them. For example, by attending competitive sporting events and visiting local businesses to consider future aspirations.

Leaders plan a personal, social, health and economic curriculum which strongly supports pupils' personal development.

Rich extra-curricular opportunities and thoughtfully planned visits are at the heart of this curriculum. One pupil commented, 'Every day there is something new to learn and enjoy.' Pupils celebrate differences and treat others with respect.

They use what they learn about healthy lifestyles. For example, older pupils say breathing exercises and Tai Chi have supported their well-being. However, leaders' monitoring of the personal development curriculum is in its early stages.

This means that they do not fully understand how well pupils learn the curriculum.

Leaders use what they know about the school to provide targeted professional development and coaching for staff. They are considerate of workload and well-being.

All staff value this. They say that leaders are approachable and supportive.


The arrangements for safeguarding are effective.

Leaders communicate the importance of safeguarding effectively. Staff receive regular training. They identify concerns and pupils who may need help swiftly.

Leaders work closely with families and other agencies to secure any support pupils need to be safe. They make careful checks when new staff start at the school.

Leaders provide a curriculum that enables pupils to learn how to be safe.

Pupils recognise the importance of healthy relationships. They understand how to be safe when using technology, as well as safety in their local area. For example, pupils attend 'beach school' to develop sea safety awareness.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the intended curriculum does not consider some important knowledge and concepts carefully enough. This means that pupils do not make links with what they know already. Leaders should ensure that the intended curriculum supports pupils to make connections between the knowledge and concepts taught so that they deepen their understanding.

• In some subjects, leaders do not evaluate their subject sufficiently. As a result, they do not fully understand how well pupils learn the curriculum. Leaders should ensure that all subject leaders gauge accurately what pupils know and can do over time.

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