Penryn College

Inspection of a good school: Penryn College Kernick Road, Penryn, Cornwall TR10 8PZ

p.1

Outcome

Penryn College continues to be a good school.

p.1

What is it like to attend this school?

Penryn College is a happy and welcoming school. Pupils show a positive attitude to learning and are polite and respectful towards others. Pupils say bullying is rare. Most are confident that leaders act quickly to resolve any incidents that do occur. Penryn is an inclusive school. Pupils spoken to describe how everyone is treated equally and that discrimination is not tolerated.

p.1

What is it like to attend this school?

Pupils follow an exciting curriculum with a broad range of different opportunities. Leaders are ambitious for pupils and there is an ethos of ‘having a go’, without fear of failure. Pupils embrace this challenge, both in and outside of the classroom. Throughout their school journey, pupils are encouraged to think carefully about their next steps and be aspirational for their future.

p.1

What is it like to attend this school?

Many pupils attend extra-curricular activities and there are lots of different ones to choose from. These include sailing, gardening, jazz band and board games club. Leaders regularly review this offer to ensure there is something for everyone.

p.1

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

Leaders have ensured that the curriculum is well planned and sequenced. Subject learning pathways outline the journey from Year 7 to 11. This helps pupils to make connections with the knowledge that has come before and what they will learn next. In some subjects, this planning is not detailed enough so it is not as clear what pupils need to know and remember.

p.1

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

Leaders are working to increase the proportion of pupils who choose subjects that make up the English baccalaureate. In particular, leaders are ambitious to grow the number of pupils studying a modern foreign language at GCSE. Early signs show that the popularity for this subject is increasing. 14 and 15 June 2022

p.1

2

There is an effective phonics programme in place to support pupils at the early stages of reading. Leaders review the progress of pupils regularly. There is dedicated time in the school day for reading for pleasure. Most pupils value this time, but a minority are choosing to do other activities instead.

p.2

2

The Area Resource Base (ARB) for pupils with special educational needs and/or disabilities (SEND) is at the heart of the school. Staff know the individual needs of the pupils well. Many parents that have a child accessing the ARB say they are thriving. Some pupils also attend other lessons and are accessing the curriculum confidently. Across the school, teachers understand the needs of pupils with SEND and are supporting them to make good progress.

p.2

2

Behaviour around the school site is calm and orderly. Most pupils are respectful and keen to work hard. Pupils say that occasionally lessons are disrupted by a small minority of pupils who find it difficult to focus on their learning.

p.2

2

Through the ‘Lifestyles’ programme, pupils learn about topics such as healthy relationships, online safety and British values. Pupils say these are important lessons and consider them to be age appropriate. Pupils learn about different faiths and cultures. They are also encouraged to consider values such as morality and how this might be viewed in different ways, for example through sport.

p.2

2

Pupils benefit from a rich and varied careers programme. Work experience has continued, despite the disruption of COVID-19, and there are several trips to colleges and universities. The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

p.2

2

Staff say they are proud to work at this school. Leaders, including governors, understand their responsibility to support a manageable workload for staff. As a result, staff say they feel valued and that their well-being is a priority for leaders. Parents are positive and support the school. However, some parents who responded to the Ofsted survey, Parent View, want there to be clearer and more effective channels of communication with the school.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

Safeguarding

Leaders ensure that staff, including governors, receive regular safeguarding training. This includes frequent briefings to update staff on the support in place for individual pupils. Staff are vigilant about reporting any concerns. Leaders then respond quickly and seek support from external agencies when required.

p.2

Safeguarding

There are strong relationships between staff and pupils. Most pupils have a trusted adult whom they can approach if they have a concern. 14 and 15 June 2022

p.2

3

There is an appropriate curriculum and school-wide policies and practice in place to educate pupils about sexual harassment, online sexual abuse and sexual violence.

p.3

(Information for the school and appropriate authority)

 In some subjects, leaders have not identified clearly exactly what they want pupils to learn. Where this is the case, learning is built around a series of activities designed to interest pupils rather than pinpoint the knowledge it is important for them to remember. Leaders should ensure that the knowledge they want pupils to learn is planned precisely in all subjects.  Some parents do not feel that the school responds to concerns or queries in a timely and effective manner. This can lead to a breakdown in the partnership between school and home. Leaders should ensure they develop strong channels of communication with parents to allow them to work together effectively.

p.3

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

p.3

Background

This is the second section 8 inspection since we judged the school to be good in April 2012.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted . 14 and 15 June 2022

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 14 and 15 June 2022

p.4

School details

Inspection number 10227056 Type of school Secondary Comprehensive School category Academy converter

p.5

School details

Number of pupils on the school roll 1154

p.5

School details

Website www.penryn-college.cornwall.sch.uk/

p.5

School details

Date of previous inspection 9 February 2017 under section 8 of the Education Act 2005

p.5

Information about this school

 The school has an ARB for pupils with SEND.  The school uses three registered alternative providers.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held discussions with the headteacher, members of the senior leadership team, the special educational needs coordinator, curriculum leaders and a group of governors.  Inspectors carried out deep dives in these subjects: English, science, religious education and modern foreign languages. For each deep dive, inspectors discussed the curriculum with subject leaders, looked at curriculum planning, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at 14 and 15 June 2022

p.5

6

samples of pupils’ work. Inspectors also spoke with leaders about the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, inspectors scrutinised the single central record of adults working in the school. The lead inspector met with the designated safeguarding leader to consider how well the school identifies pupils who are at risk and engages with external services. Inspectors also spoke with a range of pupils and staff about safeguarding.  Inspectors considered 284 responses to Ofsted’s online survey for parents and carers, Parent View, including 176 free-text comments. Inspectors also considered 129 responses to the staff survey and 708 responses to the survey for pupils.

p.6

Inspection team

Kelly Olive, lead inspector Her Majesty's Inspector

p.6

Inspection team

Lee Northern Ofsted Inspector 14 and 15 June 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7