Cape Cornwall School

Inspection of Cape Cornwall School Cape Cornwall Street, St Just, Penzance, Cornwall TR19 7JX

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Inspection dates: 17 and 18 January 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 17 and 18 January 2023

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What is it like to attend this school?

Cape Cornwall School is a warm, friendly community where everyone feels valued. Leaders are ambitious for what all pupils, including those with special educational needs and/or disabilities (SEND), can achieve. Staff express their determination to deliver the best possible education to pupils. Leaders, together with staff, expect more of pupils. Pupils are rising well to this challenge.

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What is it like to attend this school?

Leaders have high expectations of pupils’ behaviour. Pupils behave well because of this. They are respectful towards their teachers and each another. During social times, pupils interact with maturity. Bullying is rare. If it happens, adults deal with it quickly.

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What is it like to attend this school?

Pupils feel safe. Relationships between pupils and staff are a strength of the school. Pupils say they are part of a large family and value the time and support that staff provide.

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What is it like to attend this school?

Leaders provide pupils with the wider opportunities they need to contribute fully to society as adults. For example, the school’s ‘Be Inspired’ programme encourages all pupils, including those in the specially resourced provision for pupils with SEND (specially resourced provision) known as ‘Kites’, to try new experiences such as improving the school grounds. Pupils value the house system and the wide range of extra-curricular opportunities on offer to them. This helps them to grow in confidence.

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better?

Leaders have designed an ambitious, well-sequenced curriculum that meets pupils’ needs, including those with SEND. They have carefully considered what pupils need to know and when they need to know it. In subjects where published outcomes are below national expectations, leaders have taken effective action to strengthen the curriculum.

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better?

Leaders have developed the school’s approach to assessment well. Most teachers address misconceptions effectively. They provide appropriate support to those pupils who need it. However, some teachers do not routinely check pupils’ understanding well enough before moving on to new learning. Gaps in pupils’ knowledge are not addressed. This slows the progress that some pupils make.

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better?

Leaders have taken action to increase the number of pupils studying a modern foreign language at GCSE. As a result, the proportion of pupils studying for GCSEs in English Baccalaureate subjects is rising.

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better?

Leaders prioritise reading. Pupils in all year groups read regularly. This helps them to become more confident readers. Leaders quickly identify any pupils who find reading difficult. Staff use the training they have received to support pupils’ reading effectively. 17 and 18 January 2023

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Pupils have positive attitudes towards their learning. They work hard. In lessons, they focus on and take pride in their work. Disruptions are rare. Pupils move around the school site calmly and sensibly.

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The school has a well-designed curriculum for personal, social and health education. This prepares pupils well for their future, giving them opportunities to have important discussions about healthy relationships. Pupils learn about other cultures. They understand the importance of treating other people fairly and with respect. Leaders ensure that pupils develop their sense of character through the ‘Be Inspired’ programme and, for example, by providing support for older members of the local community. Leaders provide effective careers guidance to pupils from Year 7 through to Year 11. The school meets the requirements of the Baker Clause.

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Leaders are ambitious for what pupils with SEND can achieve. This is particularly the case for pupils who attend the specially resourced provision. Across the school, teachers understand the needs of pupils with SEND well. Pupils’ plans are precise and regularly reviewed. All pupils with SEND play a full part in the wider life of the school because of this.

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Trustees and local governors know the school well. They carry out their duties effectively. Staff are proud to work at the school. They feel valued and appreciate the support they receive from leaders, particularly with regard to their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure staff have up-to-date safeguarding training. Staff are aware of their responsibilities and confident in identifying and reporting concerns. Leaders follow up on concerns raised and act swiftly to address serious issues. Where appropriate, leaders make referrals to the local authority and follow up on outcomes as necessary.

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Safeguarding

Leaders carry out appropriate recruitment checks on staff and volunteers to ensure they are safe working with pupils.

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Safeguarding

The school has suitable policies in place to raise awareness among staff and parents about the dangers of sexual harassment, online sexual abuse and sexual violence.

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(Information for the school and appropriate authority)

 Some teachers do not check well enough what pupils remember. As a result, some pupils have gaps in their learning and do not build their knowledge well over time. This slows their progress across the curriculum. Leaders need to ensure that teachers check what pupils know and remember across all subjects 17 and 18 January 2023

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How can I feed back my views?

or to 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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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. 17 and 18 January 2023

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Cape Cornwall School converted to become an academy school in September 2017. When its predecessor school, Cape Cornwall School, was last inspected by Ofsted, it was judged to be inadequate overall.  The school is part of Truro and Penwith Academy Trust.  The headteacher was appointed in September 2021.  The school hosts a local authority commissioned specially resourced provision for pupils with SEND. There are currently 18 pupils on roll. All of these pupils have an education, health and care plan.  The school uses two registered alternative provisions.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education 17 and 18 January 2023

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 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 met with the headteacher, senior leaders, groups of staff and representatives from the trust.  Inspectors carried out deep dives in these subjects: science, mathematics, English, art and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors reviewed the school’s records of safeguarding checks and referrals to the local authority. Inspectors spoke with staff about how they keep pupils safe. Inspectors also asked pupils how they learn to keep themselves safe and what to do if they have any concerns.

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 Inspectors considered the responses to the online survey, Ofsted Parent View. They also took into consideration the staff and pupil surveys.

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Inspection team

Mark Burgess, lead inspector Ofsted Inspector

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Inspection team

Daniel Roberts Ofsted Inspector 17 and 18 January 2023

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