Nansloe Academy

Name Nansloe Academy
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 10 October 2011
Address Bulwark Road, Helston, Cornwall, TR13 8JF
Phone Number 01326572966
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 227 (44% boys 56% girls)
Number of Pupils per Teacher 21.5
Academy Sponsor Nansloe Academy
Local Authority Cornwall
Percentage Free School Meals 16.3%
Percentage English is Not First Language 2.2%
Persisitent Absence 8.4%
Pupils with SEN Support 18.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Nansloe is smaller in size than the average primary school and traditionally many of its pupils have been from families serving or working at the nearby military base. Numbers known to be eligible for free school meals are well above the national average. The number of pupils identified as having special educational needs and/or disabilities, including those with statements of special educational needs, is above average. The percentage of pupils from minority ethnic communities is well below the national average and none is at an early stage of learning English. The headteacher is in his second year in the post, after previously being acting headteacher for a period following the retirement of the previous postholder.

Main findings

Nansloe is a good school that, under the leadership of its inspirational headteacher, has refocused on driving up standards and achievement. The entire school community is committed to making this an outstanding school and the much- improved use of data to track the progress of groups and individuals provides evidence that this can now be achieved. Often children enter the Early Years Foundation Stage with skill levels well below those expected for children of their age across all areas of learning. Significant numbers have language and communication difficulties and lack social skills. They get off to a good start in the Early Years Foundation Stage, although staff recognise the need to develop the outdoor area to enhance children’s learning further. Effective provision enables pupils to make good progress as they go through the school, so by the time they leave at the end of Key Stage 2, attainment is in line with that expected nationally. Data show current Year 6 pupils are on track to out-perform the national expectation for the first time in the history of the school, with increasing numbers reaching the higher levels in National Curriculum tests, reflecting the improving pattern of achievement. Data show that standards in literacy, particularly in reading, do not yet match those in mathematics, with fewer pupils reaching the higher levels, and robust steps are being taken to address this. The needs of individual pupils are identified with care, and effective support is put into place so that the progress of pupils with special educational needs and/or disabilities is outstanding. Teachers are increasingly confident in their use of assessment to support learning. Teaching is generally good, with some that is outstanding. The lively curriculum, together with a good range of extra-curricular activities, engages pupils in learning so they make good progress. In turn this leads to outstanding behaviour throughout the school, both inside classrooms and around school. It also supports the outstanding promotion of skills that support the future economic well-being of the pupils. Punctuality is excellent and attendance is generally above average. A contributory factor with some absence is that many children are from service families and occasionally have time off when parents or carers return from tours of duty. Part of the response by the school has been to develop excellent links with parents. Highly effective care, guidance and support enable pupils, including those who are in circumstances that could make them vulnerable, to develop as happy, confident learners. Pupils told the inspectors that they feel very safe in school, a view also reflected by 100% of respondents to the parent and carer questionnaire. The school environment reflects a positive team approach, including that of the site manager, enabling the school to win the ‘Helston in Bloom’ competition for four consecutive years. Members of the governing body are fully committed to the school, carry out their statutory responsibilities effectively and have helped to ensure that a range of extremely effective partnerships enhance the work of the school. Pupils respond positively and are very keen to contribute to the school and their wider community. The school has correctly identified the areas it needs to develop further, including raising standards of literacy to match attainment in mathematics. The school improvement plan reflects the commitment to securing these developments with the aim of further enhancing the quality of provision. The way in which senior leaders have gelled into an effective team, the commitment of all staff to raising standards and the ability of the school to identify areas for moving the school forward are positive pointers for the future. Overall, the capacity to sustain improvement is good.