|Name||Trannack Primary 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||19 April 2016|
|Address||Trannack, Helston, Cornwall, TR13 0DQ|
|Religious Character||Does not apply|
|Number of Pupils||64 (56% boys 44% girls)|
|Number of Pupils per Teacher||16.2|
|Academy Sponsor||Southerly Point Co-Operative Multi-Academy Trust|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||14.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Trannack Primary is much smaller than the average-sized primary school. Almost all pupils are of White British heritage. A very much smaller than average proportion of pupils are from minority ethnic backgrounds and there are no pupils who speak English as an additional language. The proportion of disadvantaged pupils supported through the pupil premium is about average. The pupil premium is extra government funding to help the education of pupils who are known to be eligible for free school meals and those who are looked after by the local authority. The proportion of pupils who have special educational needs or disability is well above average. The proportion of pupils supported with a statement of special educational needs or an education, health and care plan is well above average. The school runs a breakfast club and a wraparound care club after school from Monday to Thursday. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics in Year 6. Early years provision is full time in the Reception class. Trannack Primary School is part of the Southerly Point Cooperative Educational Trust with 14 other primary schools and two secondary schools (Helston Community College and Mullion Secondary School). One primary school (Parc Eglos) incorporates the West Cornwall Teaching School, through which support for leadership and management and professional development is provided.
Summary of key findings for parents and pupils
This is a good school The determined leadership of the headteacher has motivated and supported all staff and pupils to aim for excellence. The school has improved rapidly since the previous inspection to provide a good quality of education for all pupils, including those who have special educational needs or disability. The quality of teaching is good. There is an expectation that all pupils can succeed and any barriers to pupils’ learning are tackled extremely quickly and effectively. Teachers and teaching assistants work well together to ensure that high-quality support is always available to disadvantaged pupils and those with special educational needs or disability. Pupils feel very safe in school and develop strong bonds of friendship. They are very proud of their achievements and their school. Children in Reception Year make good progress due to the well-planned activities that meet their needs. Pupils continue to make good progress in key stages 1 and 2. Standards across the school in all subjects are typically average or above and improving quickly. By the time pupils left school at the end of Year 6 in 2015, most had made at least the expected progress in reading and writing. Governors know the school well and have high aspirations for its continuing improvement. Very thorough procedures ensure that school leaders are held to account for the quality of teaching and pupils’ performance. Relationships between the school and parents are exceptionally strong. Parents say that their children are happy, safe and well looked after. It is not yet an outstanding school because : Teachers’ expectations of the quality of pupils’ handwriting and the presentation of their work are not consistently high for all pupils. Pupils’ progress in mathematics has not been as rapid as that in reading and writing. At times, insufficient challenge constrains the achievement of individual pupils.