Truro Learning Academy

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About Truro Learning Academy

Name Truro Learning Academy
Ofsted Inspections
Head of School Mrs Francesca Humberstone
Address Albany Road, Malabar, Truro, TR1 3PQ
Phone Number 01872277635
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 200
Local Authority Cornwall
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Truro Learning Academy follow their school rules to 'be kind, be safe and be ready'.

They are respectful to adults and their peers. Typically, pupils display their 'wonderful walking' when moving around the school in an orderly manner.

Pupils feel safe because they have trusted adults who support them with their worries.

Pupils are empathetic to the needs of others, both in school and wider afield. The caring and nurturing staff quickly build positive relationships in this inclusive school. Pupils with special educational needs and/or disabilities (SEND) thrive as a result.

Pupils are ready to learn. Most enjoy their lessons because they le...arn an ambitious curriculum. Pupils make regular visits in their local community that enhance their learning.

For example, they visited a local maritime museum to link to their learning about Vikings. Some pupils also participated in a Shakespeare festival.

Pupils value the many opportunities that they have to take on school responsibilities.

For example, Year 6 pupils are 'reliability ambassadors' who support lunchtime staff or help younger pupils to learn and play. Pupils are well supported to pursue their talents and interests. They take part in a range of extra-curricular sports clubs, as well as a choir and a rock band.

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

Leaders are determined in their approach to school improvement. They ensure that all staff have the right knowledge and expertise to provide a good quality of education. Leaders use relevant research and pertinent professional development in this work.

Staff highly value this support, as well as leaders' consideration of their workload. They enjoy working in a school that helps everyone and places well-being at the forefront.

Leaders have a sharp focus on reading.

Children learn to read as soon as they start school. The well-thought-out phonics curriculum ensures that pupils learn the sounds that letters make. Sometimes, pupils need additional help when in the early stages of reading.

The support that these pupils receive is highly effective. Therefore, all pupils are supported to read fluently. Pupils say that they enjoy reading and often read for pleasure, as well as throughout the wider curriculum.

Leaders have worked to strengthen the curriculum. In some subjects, this work is complete and pupils learn well. This is because the curriculum is sequenced carefully to support pupils' learning to build in difficulty.

For example, in design technology, younger pupils learn the importance of healthy food and skills, such as chopping. This eventually leads to Year 6 pupils designing and cooking a three-course meal. However, in some subjects, curriculum development is in its early stages.

Leaders have not clearly identified the important knowledge, concepts and vocabulary that they want pupils to learn. This hampers how well pupils learn over time in these subjects.

Staff are ably led by the special educational needs coordinator (SENCo) to support pupils with SEND.

They identify barriers to learning precisely. Staff make effective adaptations to the curriculum so that pupils with SEND achieve well.

Staff routinely check what pupils remember.

For instance, in mathematics, regular recall activities help pupils to build their fluency in number. This begins in the early years, where children use engaging number stories to learn how to count and to understand words such as 'more' and 'fewer'.

As soon as children start school in the Nursery, they develop positive relationships with adults and their peers.

This helps children to feel secure so that they build in independence, confidence and resilience. The curriculum, and the way in which this is taught, prepares children well for Year 1 and beyond. For example, children in the Reception Year confidently used their understanding of phonics to construct sentences about rockpools.

Leaders place pupils' personal development at the forefront of their work. Pupils become active citizens through assemblies, as well as by becoming school councillors or eco warriors. They understand the challenges that people might face.

For example, older pupils understand issues such as racism or how people may be treated if they have a disability. They know that everyone should be treated fairly and with respect. Pupils link their school values to British laws and know why these are important.


The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding in the school. They tenaciously follow up any concerns so that pupils get the timely help and support to be safe.

Staff receive regular safeguarding training and they report concerns promptly. The pastoral mentor engages effectively with a range of external agencies to offer the right support to parents and carers. Leaders check that the trust team has recruited staff and volunteers in line with required procedures.

Pupils learn how to keep themselves safe. They understand the importance of consent in healthy relationships. Pupils also know how to use online technology responsibly and safely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the knowledge, concepts and vocabulary that pupils need to learn, and by when, are not clearly identified. Therefore, in these subjects, pupils do not build up their knowledge in sufficient depth or make meaningful links with what they have learned before. Leaders should ensure that the curriculum, in all subjects, clearly identifies what pupils should know and how this builds over time.

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