|Name||Wendron Church of England 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||03 October 2013|
|Address||Wendron, Helston, Cornwall, TR13 0PX|
|Religious Character||Church of England|
|Number of Pupils||115 (44% boys 56% girls)|
|Number of Pupils per Teacher||19.5|
|Academy Sponsor||Southerly Point Co-Operative Multi-Academy Trust|
|Percentage Free School Meals||2.6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||4.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Wendron is a smaller-than-average-sized primary school where most children who attend are from the local area. Children in the Early Years Foundation Stage are taught in a Reception class with some pupils from Year 1. The Key Stage 1 class contains the rest of the Year 1 pupils and those in Year 2. The other two classes contain pupils from Key Stage 2, one for pupils in Years 3 and 4 and the other for pupils in Years 5 and 6. Almost all pupils are from White British backgrounds. The proportion of disabled pupils and those who have special educational needs supported through school action is average, as is the proportion of pupils supported at school action plus or with a statement of special educational needs. The proportion of pupils who are known to be eligible for the pupil premium, which provides additional funding for groups of pupils including those known to be eligible for free school meals, is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school provides before- and after-school care for pupils, which was inspected as part of this inspection. The school is an active member of The Helston and Lizard Peninsula Cooperative Education Trust, a large group of 16 primary and 2 secondary schools situated within the local area.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress and achieve well because they are taught well. Some teaching is outstanding. Teachers plan lessons well, meeting the needs of all pupils in the mixed-age classes, including disabled pupils and those who have special educational needs. Teaching assistants work closely with teachers in the classroom. They skilfully support pupils that need extra help so that they achieve as well as their peers. Attainment is above average in English and mathematics so pupils are well prepared for the next stage in their education. Governors provide good support and challenge to leaders. This has resulted in the school not only maintaining good achievement, but securing further steady improvements in the outcomes for the pupils. The headteacher provides the school with strong and passionate leadership. He has a clear vision about ensuring the future of this school and, along with his committed team, they have established a community where everyone is valued for their contribution. They share common values and all are keen to make the school even better for the sake of the pupils. Pupils’ behaviour is good and they are highly respectful of adults and each other. Teachers have high expectations, which are understood and reflected in the pupils’ positive attitudes. Pupils enjoy school and attend regularly. They are very proud of their school, taking a full part in all activities whenever possible. It is not yet an outstanding school because : Teachers do not always develop pupils’ ability to use and apply their mathematical calculation skills with challenging problem-solving activities. When teachers mark pupils’ work the next-step comments they provide are not always clear enough to enable pupils to independently review and improve their work.