Tywardreath School


Name Tywardreath School
Website http://www.tywardreathschool.org.uk/
Ofsted Inspection Rating Good
Inspection Date 07 February 2018
Address Southpark Road, Tywardreath, Par, Cornwall, PL24 2PT
Phone Number 01726812807
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 291 (48% boys 52% girls)
Number of Pupils per Teacher 25.0
Academy Sponsor Truro &Amp; Penwith Academy Trust
Local Authority Cornwall
Percentage Free School Meals 12.3%
Percentage English is Not First Language 0.3%
Persisitent Absence 9.6%
Pupils with SEN Support 10.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is an average-sized primary school. The number of pupils who are eligible for the pupil premium is in line with the national average. The proportion of pupils whose first language is not English is well below the national average. The proportion of pupils who have SEN and an education, health and care plan is above average. 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.

Summary of key findings for parents and pupils

This is a good school The principal leads the school with skill and determination. Her commitment to ensure the best for every pupil is a key factor in the school’s success. The senior team has an accurate picture of the school’s strengths and weaknesses. Senior leaders are relentless in tackling its flaws. They check the effectiveness of their initiatives and are not afraid to modify or change them if necessary. Pupils make good progress on each stage of their journey from the early years to when they leave for secondary school. Their reading, writing and mathematical skills develop well. Teachers know their pupils well. They make sure that the work they set is well matched to pupils’ needs. They monitor each pupil’s progress closely and give them additional support where necessary. Leaders make sure that pupils are safe and well cared for. They have ensured that the mental health of pupils is a high priority. Vulnerable pupils are given the support they need to allow them to flourish. School leaders are well supported by the trust and the ‘drive team’ (local governors). They have high expectations for the school’s success. They challenge and support the principal in equal measure to reach those expectations. Pupils’ behaviour is good. They treat each with consideration and they work and play together well. They have positive attitudes to learning. They are eager to answer questions and confident when explaining their answers. Children make good progress in the early years. They are stimulated by the rich learning environment and respond to it well. There is a clear focus on literacy. This ensures that children get off to a good start when they join key stage 1. The most able pupils have made slower progress than other pupils in the past. School leaders are tackling this well, and these pupils are now making better progress in reading and mathematics. However, pupils are still not reaching the highest levels in their writing. Middle leaders are making an increasing contribution to ensuring that the quality of teaching is consistently high. However, some are relatively new in post or inexperienced. As a result, some inconsistencies in the quality of teaching remain. The quality of writing and numeracy that pupils produce in their science, history and geography is not as high as in their English and mathematics.