Mawgan-In-Pydar Primary School

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About Mawgan-In-Pydar Primary School

Name Mawgan-In-Pydar Primary School
Ofsted Inspections
Headteacher Miss Deanne Carden
Address St Mawgan Village, Newquay, TR8 4EP
Phone Number 01637860491
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 100
Local Authority Cornwall
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be members of their welcoming and inclusive school. They talk about their learning, and the opportunities that the school offers, with enthusiasm.

Pupils value the 'family feel' which helps them to feel safe and secure. Pupils say they can share their concerns and worries with trusted adults. When they have encountered issues, such as disruption of learning or falling out with friends, they say staff support them to resolve issues quickly.

Staff have high expectations of pupils. Pupils know these and the majority strive to meet them. Pupils know how people can be different and that this should not affect how they are treated.

Pupils confid...ently express their views and opinions. The school encourages pupils to be self-aware. Pupils reflect on how they are feeling and how to manage this.

For example, they begin each day with a check on their emotions and what they might need to be emotionally prepared for the day to come.

Pupils engage well with each other across the classes and ages. Older pupils show nurture and encouragement towards younger pupils.

Pupils carry out their leadership roles with tenacity, such as playground buddies, school and eco council representatives. This builds confidence and independence as they prepare for secondary school.

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

The school has a vision for all pupils to do well.

The curriculum is reviewed each year to meet pupils' needs as they move through the school. The impact of this is clear in early years. Children get off to a strong start because learning is well-organised.

Staff skilfully encourage and extend children's learning across all areas. The focus is firmly on language use and increasing vocabulary alongside physical and social and emotional development. Children's needs are identified quickly.

The right support is put in place. Children are encouraged to be curious and problem-solve. Staff carefully increase children's interests and knowledge of the world around them.

Children show excitement and a love of learning. They leave the early years well prepared for the curriculum in Year 1.

As pupils move into Year 1 and beyond, the curriculum strengthens their core learning in mathematics and reading.

There is a well-structured phonics programme from the start of Reception. As a result, pupils become reading experts; reading with increasing fluency and accuracy. They develop a love of reading because the school places high importance on reading.

In mathematics, pupils recap prior learning to support them in building new knowledge with greater success. They have independent and teacher-led opportunities to practise reasoning and problem solving. Pupils with special educational needs and/or disabilities (SEND) have the targeted support they need to learn the same curriculum as their peers.

Any additional support to help pupils catch up, is well-considered and matched precisely to pupils' needs.However, pupils do not learn as well in parts of the wider curriculum. The school does not have an accurate view of this in some subjects.

There is an ambitious intention for what and how pupils should learn, but this is not always realised in some subjects. Some learning does not support pupils to learn the intended curriculum. Consequently, pupils do not build their knowledge well or remember enough of their learning over time.

There are a minority of pupils who need regular reminders from staff about their expectations for conduct and attitudes to learning. Staff are vigilant around this but, at times, learning time is lost. Pupils attend well.

The school takes effective action where needed to ensure parents know the importance of high attendance.

There is a range of opportunities for pupils to develop their talents and interests. These include opportunities to perform in the choir locally, and further afield, and extra-curricular clubs which have a sporting focus.

The outdoor learning provision enriches the curriculum offer. Pupils increase their resilience and wider skills such as teamwork and risk awareness. Pupils strengthen their knowledge through personal, social and health education (PSHE).

This enables pupils to be active participants in the communities they belong to. The school ensures pupils develop an awareness of the diversity of the world around them. They understand how fundamental British values underpin their tolerance and respect of others.

The school makes use of regular and ongoing communication between staff to inform the overview it has of itself. At times, there is a limited formalised approach to capturing additional detail to support the school's evaluation of itself. In some areas, the trust provides this level of scrutiny.

This leaves the school vulnerable to blind spots and not getting important detail about the whole school view quickly enough.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects in the wider curriculum are not implemented well enough to ensure pupils recall learning successfully.

Consequently, pupils recall in these areas is activity focused and does not support them to know and remember more over time. The trust must ensure that the school effectively monitors the implementation and impact of the curriculum so that pupils can build new learning successfully. ? A minority of pupils do not meet the expectations that staff have of their behaviour and attitudes to learning.

They need frequent reminders about what is expected of them and this disturbs their learning and that of others. The trust must make sure that pupils fully understand the expectations of their behaviour and attitudes to learning so less learning time is lost. ? There is not a fully accurate strategic view of the school.

Too much is reliant on the strength of verbal communication. As a result, the school leaves itself vulnerable to gaps in knowledge and ability to be as responsive as it could to concerns that arise. The trust must ensure that there is a formalised approach to strengthen the evaluations the school makes about its provision.

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