Helston Community College

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About Helston Community College

Name Helston Community College
Ofsted Inspections
Headteacher Mr Alex Lingard
Address Church Hill, Helston, TR13 8NR
Phone Number 01326572685
Phase Academy
Type Academy converter
Age Range 0-18
Religious Character None
Gender Mixed
Number of Pupils 1293
Local Authority Cornwall
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud of their school. They enjoy their lessons and strive to do well. Pupils have many opportunities to enrich their learning through trips, such as to Iceland, France and London.

Pupils visit the theatre to enrich their understanding of the plays they study in English, such as J.B. Priestley's 'An Inspector Calls'.

Pupils with special educational needs and/or disabilities (SEND) thrive in the school through bespoke support.

Pupils, including students in the sixth form, receive appropriate careers guidance. This helps pupils and students in the sixth form to make informed decisions about further education, apprenticeships and work.

T...he relationships between staff and pupils are very strong. Pupils feel cared for and well supported. Pupils state that bullying is rare and staff resolve it when it occurs.

The anti-bullying and kindness ambassadors are very well organised and support pupils if they have any concerns.

Pupils are kind, respectful and polite towards each other. Pupils behave well in lessons and around the school.

Leaders and staff have embedded effective routines to support pupils' behaviour.

Students in the sixth form are very positive about the quality of education at the school. They learn well and are ambitious to be successful.

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

Leaders and staff have revised the curriculum to ensure that pupils learn successfully. The curriculum is suitably ambitious, and pupils aspire to do well. Subject leaders have ensured that pupils review what they have learned previously to help them to learn new concepts.

Consequently, in many subject areas, pupils develop progressively more complex knowledge. For example, Year 12 English literature students write very well about the aural and visual symbols in the play 'A Streetcar Named Desire' by Tennessee Williams. Pupils use their prior learning of grammar in Spanish to form complex sentences.

However, the teaching of some subject curriculums is not as well structured. As a result, some pupils do not learn as effectively as they do in other subjects.

There is a whole school approach to reading for enjoyment.

The library is well stocked and a centrepiece of the school. All pupils listen to complex texts, such as 'The Book Thief' by Markus Zusak. Pupils are keen readers.

Leaders identify pupils who struggle with reading well. Staff deliver a well-planned phonics programme to enable pupils to catch up and learn successfully. Leaders have begun to focus on improving pupils' reading and writing in each subject, but it is too early to judge its impact.

Pupils with SEND receive personalised support where necessary. Staff use the information about pupils with SEND to adapt their teaching well in most areas of the curriculum. Consequently, pupils with SEND thrive in the school.

Leaders ensure that all areas of the school are fully inclusive. For example, they monitor closely the engagement of pupils with SEND in after-school clubs and activities.

There has been an increase in the uptake of subjects that make up the English Baccalaureate.

For example, leaders have revised the curriculum for French and Spanish, ensuring that pupils learn the grammar, vocabulary and phonics they require to study at GCSE.

Leaders have designed a well-planned careers programme for all pupils, including students in the sixth form. Pupils receive unbiased guidance which they value.

Sixth-form students have many opportunities to visit universities. The school meets the requirements of the Baker Clause.

Pupils behave well around the school.

Leaders have strengthened the approach to managing pupils' behaviour. As a result, pupils follow the embedded systems and routines well. Staff state that the new systems have enabled pupils to learn without disruption in lessons.

Pupils are kind and empathetic towards each other. Sixth-form students and pupils have many opportunities to develop leadership skills. For example, pupils in the student council work with school leaders to improve areas of the school.

The personal, social and health education curriculum is well planned to ensure that pupils in all year groups are prepared for life in modern Britain. The school is at the heart of the town and, through the curriculum, pupils learn to be tolerant, respectful citizens.

Sixth-form students are very proud to study at the school.

They are very positive about the quality of their education. They have many opportunities to enhance their learning through a breadth of visits and activities. They value the expertise of staff in preparing them for higher education, apprenticeships and work.

Governance is strong. Governors have been resolute in gathering information and holding leaders to account. Staff are overwhelmingly proud to work at the school.

Early career teachers feel well supported.


The arrangements for safeguarding are effective.

Leaders ensure the safety of pupils, including students in the sixth form.

Leaders understand the safeguarding risks that pupils may face and work well with external agencies. However, leaders have not always ensured that documentation is rigorously completed.

Staff receive safeguarding training alongside regular updates.

They know how to identify the signs that a pupil may be at risk. Staff refer any concerns to safeguarding leaders to ensure that they receive support. Leaders are diligent in carrying out background checks on all adults employed at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that the teaching of the curriculum is effective in all subjects. Consequently, some pupils do not develop strong conceptual understanding in some subjects. Leaders must ensure that the teaching of all areas of the curriculum supports pupils to learn well.

• Leaders do not ensure that all information about safeguarding is recorded appropriately. However, pupils are safe. Leaders must ensure that all information about the safety of pupils is recorded in a timely and diligent manner.

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