|Name||Troon Community Primary School|
|Ofsted Inspection Rating||Good|
|Address||New Road, Troon, Camborne, TR14 9ED|
|Religious Character||Does Not Apply|
|Number of Pupils||158 (53.8% boys 46.2% girls)|
|Number of Pupils per Teacher||19.4|
|Academy Sponsor||The Rainbow Multi Academy Trust|
|Percentage Free School Meals||33.6%|
|Percentage English is Not First Language||1.2%|
|Pupils with SEN Support||12.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (28 March 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
In April 2014, the school converted to the Rainbow multi-academy trust. When its predecessor school of the same name was last inspected, it required improvement. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress and attainment. Troon is a smaller-than-average school with a low proportion of pupils from minority ethnic groups. The proportion of pupils supported through Pupil Premium funding is above the national average. The percentage of pupils at the school who have special educational needs and/or disabilities is just above the national average.
Summary of key findings for parents and pupils
This is a good school The headteacher and other leaders have created a culture of respect, care and tolerance in all aspects of the school’s work. School leaders and governors have focused effectively on areas for development, ensuring steady improvement. However, leaders’ monitoring of pupils’ books and lessons is not sufficiently focused on the progress of different pupil groups. Governors have a good understanding of the school, but their monitoring is hindered by a lack of clear milestones linked to specific groups of pupils in the school improvement plan. Middle leaders do not currently have a sufficiently strong impact on the quality of teaching, learning and assessment. Leaders make sure that processes to keep pupils safe are strong and effective. Pupils say they feel safe in school and that teachers ensure that they are learning how to keep themselves safe. Teachers provide interesting work and check pupils’ understanding regularly. Consequently, teaching meets pupils’ needs. The majority of pupils are making good progress from their starting points, but some of the most able pupils are not making as much progress as they could. Relationships between pupils, teachers and other adults are excellent. Pupils feel that their teachers support them well and help them to do their best. Behaviour is excellent around the school, at break and lunchtimes as well as in lessons. Pupils of all ages are polite, courteous and readily help each other. Pupils’ attitudes to learning are excellent. They understand the importance of learning and have a personal investment in the school that keeps them motivated even in the face of challenging work. The teaching of phonics is good and is contributing to good progress in reading and writing. Children have a good start in school in the Nursery and Reception classes. They successfully develop good levels of independence and maturity.