Sithney Community Primary School

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About Sithney Community Primary School

Name Sithney Community Primary School
Ofsted Inspections
Headteacher Mrs Linda May
Address Crowntown, Helston, TR13 0AE
Phone Number 01326572910
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 79
Local Authority Cornwall
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Sithney Community Primary School start each day with a smile and an enthusiasm to learn.

Most pupils attend well and are punctual. They value the nurture and care they receive from supportive staff. This helps them to feel safe.

Parents and carers wholeheartedly agree.

Pupils are polite and 'respectful communicators'. They play and learn well with their peers.

Many pupils take on school responsibilities, which they do with pride. For example, members of the Eco Council are environmental ambassadors, who help the school and local area to be more eco-friendly.

Pupils enjoy learning new knowledge.

They learn about career aspi...rations and business enterprise through opportunities planned in the wider curriculum. This supports them to be well prepared for their next stage of education and life.

Pupils thrive because staff celebrate their achievements regularly.

Some pupils achieve 'star badges', others receive recognition in the weekly 'reading roll of honour'.

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

The trust and the school understand what is working well and what needs further improvement. Pupils learn well in many subjects.

For example, in geography, younger pupils locate key countries on a map confidently. Older pupils use their knowledge of maps to discuss the geographical features of a country. Where the curriculum is strongest, teachers use assessment to check carefully what pupils remember, including new and ambitious vocabulary.

For pupils with special educational needs and/or disabilities (SEND), the school makes expert adaptations, so that pupils learn successfully.

However, some subjects and areas of learning in the early years are less well developed. Where this is the case, it is not clear what is important for pupils to learn and by when.

Therefore, pupils sometimes find learning difficult because they cannot draw on what they already know. The school and the trust's work to strengthen these subjects is in its infancy.

Pupils are confident readers who read widely across the curriculum.

The school skilfully teaches children to read as soon as they start school in the Reception Year. Pre-school and Reception children enjoy listening to adults read stories and rhymes. The phonics curriculum supports pupils to decode new words successfully.

For some pupils, including those with SEND, the school provides additional, timely help to ensure that they learn the sounds that letters make. The reading curriculum supports pupils to explore a range of high-quality texts. As a result, most pupils love to read.

The vast majority of pupils behave well and enjoy learning. However, the school does not have high enough expectations of the work pupils produce in some subjects. Therefore, pupils do not always take pride in their work.

They make careless errors, which hamper their future learning.

The school places the utmost importance on pupils' personal development. The carefully planned assembly programme, curriculum subjects and wider opportunities help to develop 'resilient individuals'.

Pupils have the skills and knowledge to become thoughtful 'world citizens'. They demonstrate and celebrate positive characteristics, such as enthusiasm. Pupils are respectful and positive about themselves and others.

In the early years, children learn to use kind words and play with others co-operatively. They develop independence, for example when putting on their own waterproofs and wellies.

Pupils understand how to keep themselves safe, including when they are online.

For instance, older pupils identify which webpages are safe to use. Pupils understand the importance of healthy eating and physical health. They learn about different religions and faiths through visitors to the school.

Pupils say that they are well prepared to 'make decisions when they are older'.

The school supports staff to extend their expertise through trust subject networks and hubs. Staff are very positive about how leaders help them to manage their workload.

The school also communicates well with parents and carers.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects are more developed than others.

Where the curriculum is weaker, the school does not identify the important knowledge that pupils need to learn and by when. This makes it difficult for pupils to build their subject knowledge in the depth required for future learning. The school and the trust should ensure that the curriculum identifies the key knowledge and concepts that pupils need to know in all subjects.

• In some subjects, staff's expectations about the quality of pupils' presentation are not high enough. Therefore, pupils do not always take pride in their work and make errors that can hinder their future learning. The school and the trust should ensure that all staff insist on high expectations for pupils.

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