|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||17 April 2018|
|Address||Ferndale Road, Falmouth, Cornwall, TR11 4HU|
|Religious Character||Does not apply|
|Number of Pupils||215 (51% boys 49% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||4.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is a smaller-than-average-sized primary school. The school does not meet requirements on the publication of information about the school’s safeguarding policy and the school’s use of the pupil premium. Since the previous inspection, there have been significant changes to teaching staff and the structure of leadership has also changed. The school had coasting elements in 2015 and 2016 due to poor progress. The school avoided coasting school status through improved performance in 2017. The proportion of pupils who are eligible for support through pupil premium funding has decreased since the last inspection and is below the national average. The proportion of pupils identified as requiring SEN support is below national averages.
Summary of key findings for parents and pupils
This is a school that requires improvement Teaching does not consider the needs of pupils enough. In some cases, pupils unnecessarily repeat learning from the previous academic year. The proportion of pupils working at expectations for their age and the higher standard is too variable. In some year groups, this proportion has decreased over time. Leaders have not monitored the quality of teaching, learning and assessment across the school. They have failed to recognise inconsistencies which have slowed pupils’ progress. Since the last inspection, pupils’ outcomes have declined and the quality of teaching, learning and assessment has worsened. Teaching fails to address misconceptions. Basic errors remain unchallenged and are repeated over time. Consequently, progress slows. In mathematics, pupils have limited opportunities to develop their reasoning and problem-solving skills. Pupils’ workbooks reflect an over-reliance on developing number skills. Expectations of pupils are inconsistent. In some classes, pupils attain well and make strong progress. In others, expectations are low and progress stalls. Governors are not monitoring their areas of responsibility, particularly pupils’ outcomes. This has led to a lack of awareness of school performance. Leadership does not use pupil premium funding strategically. A lack of planning has failed to recognise barriers to learning and actions to overcome these lack precision. Pupils have limited opportunities to develop and apply their writing skills. Furthermore, pupils’ handwriting is underdeveloped in some classes. The school has the following strengths Children in Reception get off to a flying start, and the provision effectively meets their needs. As a result, children make strong progress. Pupils behave well. They demonstrate an eagerness to learn and appreciate opportunities to contribute to the school through the pupil parliament.