|Ofsted Inspection Rating||Good|
|Inspection Date||09 May 2017|
|Address||Stenalees, St Austell, Cornwall, PL26 8TL|
|Number of Pupils||206 (53% boys 47% girls)|
|Number of Pupils per Teacher||30.7|
|Academy Sponsor||Aspire Academy Trust|
|Percentage Free School Meals||27.5%|
|Percentage English is Not First Language||3.9%|
|Pupils with SEN Support||11.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school complies with Department for Education guidance on what academies should publish. The school meets requirements on the publication of specified information on its website. This school is smaller than the average primary school. Pupils are organised in seven classes, all of which are single-age groups. The school is sponsored by the Aspire Academy Trust. The head of school took up the substantive post in September 2015, following a time of interim leadership. The very large majority of pupils are White British. All the children in the early years (Reception class) attend full time. The proportion of pupils eligible for the pupil premium is above average. The proportion of pupils with disabilities and those with additional needs is below average. The school provides care for pupils through a breakfast and after-school club. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress at the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The new head of school is well supported by the executive headteacher and has high expectations of pupils and teachers. She provides determined leadership which has led to significant improvements over the past year. This has ensured that the quality of teaching and pupils’ achievement are now good. Effective partnerships with leaders across the multi-academy trust have strengthened leadership at all levels within the school. Leaders give teachers specific direction to improve teaching and increase pupils’ progress. Leaders do not evaluate the impact of teaching on different groups sufficiently to raise standards further. Teachers plan purposeful and interesting work that helps pupils apply their skills well. However, they do not provide enough challenge to the most able pupils in lessons. Children settle quickly and confidently into school routines in the early years. The vast majority make good progress. Disadvantaged pupils receive effective support. As a result, they achieve well in comparison to similar pupils nationally. The behaviour of pupils is good. They work and play very supportively together. Parents confirm that they are polite, courteous and work hard. The provision for pupils who have special educational needs and/or disabilities is very well planned and pupils receive high levels of support. This ensures that they make good progress. Teachers provide a stimulating range of activities which use the local area well to engage pupils’ interest in their learning. However, leaders do not ensure that the curriculum provides all the skills pupils need for the next stage of their education. As a result of well-taught reading and phonics, pupils develop their spelling and grammar skills well. Presentation and handwriting skills show an improvement since the previous inspection. Pupils who are falling behind in their work make good progress because they receive effective support from an early stage. Some pupils, however, are too reliant on help from adults to make better progress. Those who have responsibility for governance have a good knowledge and understanding of the school’s needs. They provide strong levels of challenge to senior leaders.