Landulph School

Name Landulph School
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 20 January 2011
Address Landulph, Saltash, Cornwall, PL12 6ND
Phone Number 01752845572
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 73 (45% boys 55% girls)
Number of Pupils per Teacher 17.4
Academy Sponsor South East Cornwall Multi Academy Regional Trust
Local Authority Cornwall
Percentage Free School Meals 17.1%
Percentage English is Not First Language 2.7%
Persisitent Absence 4.5%
Pupils with SEN Support 15.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a small school compared to others of the same type. It serves the local village and surrounding area. Its pupils come from a variety of backgrounds. The proportion of pupils with special educational needs and/or disabilities is similar to that found in other schools nationally. The proportion of pupils with special educational needs and/or disabilities varies significantly from year group to year group. The proportion of pupils known to be eligible for free school meals is below the national average. Nearly all of the pupils are White British, with a very small number coming from other ethnic heritages. Pupils in the school are currently taught in three classes. Early Years Foundation Stage children are taught in a class alongside Year 1 pupils. The school is accredited with several awards, including the Healthy Schools award and the Active Mark award.

Main findings

This is a good school that ensures pupils do well both socially and academically. There is a happy, vibrant and friendly atmosphere that ensures pupils feel motivated and gain enthusiasm for learning. Since its last inspection, the school has made significant improvement to the attainment and progress of pupils and the resources and facilities available to boost learning. Pupils’ achievement is good. Children get off to a strong start in the Early Years Foundation Stage where they are taught well. Attainment by the end of Year 6 is above average and pupils make good progress as they move up through the school. This good progress is the result of the good teaching and excellent care, guidance and support that pupils receive. Staff know the pupils very well and cater sensitively for all individual needs. Parents and carers have a high regard for the work of the staff, particularly in respect of the support that their children receive. Pupils feel extremely safe in the school and have a very good understanding about how to work and play safely in all situations. During lessons, all groups of pupils, including higher ability pupils and those with special educational needs and/or disabilities, progress well and show much enjoyment in working with their classmates and adults. Those spoken to showed much pride in their school and mentioned that, ’Teachers makes sure there is always something fun to do every day!’ Pupils do well in all subjects. However, the quality of writing is a weaker element of their work, with fewer pupils achieving the higher levels than in other areas of work. Teachers regularly assess pupils’ progress and make good use of the information gained to guide lesson planning so that all groups of pupils are challenged by the work provided. Good curriculum provision ensures that pupils have interesting topics and activities that capture both their interest and imagination. However, pupils do not have enough opportunities to improve their writing by completing extended writing tasks in different areas of the curriculum. The school provides a wide range of well-attended extra-curricular activities. Many parents are involved in helping to run the activities programme. The school has been successful in engaging parents, carers and other partner organisations to help support its activities and events. Through sports activities and work they do in lessons, pupils know a lot about how to keep themselves healthy and fit. Pupils readily take on responsibilities around the school. Through their active school council and ’eco committee’, they also make a strong impact upon improving the immediate school community environment as well as helping the school to find ways of saving energy. The school is successful because of the strong leadership of the headteacher. She has created an atmosphere in which all staff and governors work energetically together to keep the momentum of improvement moving. The school is fortunate to have a skilled group of governors who provide strong support, commit a good deal of their time and closely monitor and evaluate the school’s performance. Over recent years, the school has done much to involve pupils in activities that contribute to and engage the local community, for example the recent invitation for grandparents to come in for lunch with the children. However, overall, the school’s planning to show how it will promote community cohesion further is not sufficiently detailed to show how this area will be developed in the future. Staff and governors work closely together and accurately evaluate the school’s performance. They have a clear understanding about what is working well and where improvements can be made. The good track record of improvement, along with the energetic teamwork and strong commitment of the staff and governors, means that the school has a good capacity for sustained improvement.