Treviglas Academy

Inspection of Treviglas Academy Bradley Road, Newquay, Cornwall TR7 3JA

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement

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Overall effectiveness Requires improvement

Sixth-form provision Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 7 and 8 March 2023

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What is it like to attend this school?

Pupils at Treviglas Academy, including students in the sixth form, acknowledge that staff want them to succeed and achieve the best possible outcomes. While pupils learn and achieve well in some subjects, the overall quality of education they receive is not yet good enough.

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What is it like to attend this school?

Leaders are committed to widening the experiences pupils have access to in school. Pupils get opportunities to explore their talents beyond the classroom across a range of activities, including sports and the arts. The curriculum also covers learning about mental and physical health. However, some pupils are not confident in how well they are supported in school. Some describe mixed experiences of tolerance and inclusion. There are opportunities for pupils to be leaders in the school. However, some pupils feel that their views are not always listened to and changes are slow to happen. This is linked mainly to leaders’ increased expectations of pupils’ behaviour.

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What is it like to attend this school?

Pupils feel safe. They are confident that staff resolve bullying issues. Most pupils say that behaviour in lessons has improved. However, during social times, some pupils do not always follow the expectations set out by leaders. Some pupils are not polite and respectful.

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better?

Leaders have identified the important knowledge that they want pupils to learn across the curriculum. They are committed to increasing the number of pupils who study a language at GCSE. Teachers have secure subject knowledge. They use this to present information in lessons clearly for most pupils. However, teachers do not have a consistent and effective approach to checking what pupils know and can do. Therefore, teachers do not always design learning based on pupils’ prior knowledge. This makes it difficult for pupils to learn well over time. Where the curriculum does not meet the needs of pupils, they become disengaged from their learning.

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better?

In the sixth form, teachers use their expertise to design learning that ensures students build their knowledge well over time. Students can recall their prior learning and they use this to make connections within and across subjects.

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better?

Leaders have brought in measures to address the poor behaviour of some pupils. They have implemented a system for teachers to manage pupils’ behaviour. As a result, leaders have made some progress towards creating a calm and orderly environment. However, there is still work to be done. Some pupils report that poor behaviour still disrupts learning. The school’s records and inspectors’ observations indicate this is not routine.

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better?

Leaders ensure there is accurate information in place to support the needs of pupils with special educational needs and/or disabilities (SEND). However, teachers sometimes do not use this to adapt learning well enough for these pupils. When this happens, pupils’ needs are not always met. This slows pupils’ learning. Of those who 7 and 8 March 2023

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responded to Ofsted’s online questionnaire, some parents and carers of pupils with SEND are frustrated by communication between home and school because they consider that it does not provide them with the information they need. Leaders recognise that there is work to do to develop better relationships with some parents of pupils with SEND.

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Leaders understand the importance of pupils reading well across the curriculum. They have carefully selected ambitious texts to engage pupils and nurture a love of reading. However, the approach to supporting pupils who find reading difficult is not effective. Some pupils are not able to read with enough fluency and accuracy to learn as successfully as they could.

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Staff are committed to ensuring pupils attend school regularly. They contact home as soon as a pupil is absent. This supports families and pupils to know the expectations for pupils to be in school. Leaders are working to ensure that the systems around this are embedded fully to have maximum impact.

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There are some stronger aspects of pupils’ development beyond the academic, particularly for students in the sixth form. These include the focus on pupils’ cultural experiences, access to sporting clubs and the effective careers programme. Leaders are proud of their connection with the Royal Shakespeare Company. Physical education (PE) is a strength of the school. However, leaders have not ensured that other areas of pupils’ personal development are as successful as they could be. For example, the curriculum covers fundamental British values and characteristics protected by law. However, some pupils are not secure in these aspects of their personal development and do not demonstrate an understanding of them in their everyday actions.

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Most staff feel supported by leaders. The mentoring of early career teachers is effective. However, leaders and governors do not yet have the confidence of the school community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have effective processes in place to safeguard pupils. All staff are trained in how to identify and record concerns for pupils. Staff are given regular and effective updates by the lead for safeguarding. All staff understand their roles and responsibilities regarding safeguarding.

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Safeguarding

Leaders have responded well to local risks pupils have encountered. Leaders meet with safeguarding partners and other agencies frequently. They ensure that the outcomes from meetings lead to follow-up action to protect the most vulnerable.

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Safeguarding

Processes for safer recruitment of staff and managing allegations are effective. All staff understand their roles and responsibilities regarding safeguarding. 7 and 8 March 2023

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(Information for the school and appropriate authority)

 Learning is not adapted well enough for some pupils with SEND. Some pupils’ needs are not met effectively. As a result, they are not able to learn as successfully as they should. Leaders must assure themselves that all teachers know how to adapt the learning in the classroom to meet the needs of all pupils.  Teachers do not consistently check what pupils know and remember over time. When this is the case, subsequent learning is not based on what pupils know. As a result, pupils do not build their knowledge well enough. Leaders must ensure that teachers have the necessary expertise to be able to check pupils’ learning effectively.  Pupils do not always conduct themselves in line with the expectations and the ambition of the school’s behaviour policy during social times. As a result, some pupils do not treat each other or staff with the level of respect required to create a positive environment. Leaders must ensure that all pupils comply with the

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(Information for the school and appropriate authority)

expectations of the behaviour policy.  Some parents and carers express negative views of the school’s work. Leaders, including those responsible for governance, must ensure that they work with those parents who are unhappy to develop better communication with them.

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How can I feed back my views?

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. 7 and 8 March 2023

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School details

Inspection number 10257085 Type of school Secondary comprehensive

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sixth form

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of the Roseland Multi-Academy Trust since January 2019.  The school currently uses two registered alternative providers.  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 apprenticeship.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 7 and 8 March 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 carried out deep dives into English, science, history and PE. For each deep dive, inspectors discussed the curriculum with subject leaders and teachers. Inspectors also visited a sample of lessons, spoke with pupils about their learning and looked and samples of pupils’ work.  During the inspection, inspectors met with leaders for behaviour and attendance, personal development, curriculum and safeguarding. Inspectors spoke with several groups of pupils from across the age range of the school to gain their views about the school.  To evaluate the effectiveness of safeguarding, inspectors scrutinised the single central record of adults working in the school. The lead inspector met with the

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designated safeguarding lead and examined the school’s safeguarding records. Inspectors also spoke with a range of pupils and staff about safeguarding.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, including free-text comments. Inspectors also considered the responses to Ofsted’s online staff survey and Ofsted’s online pupil survey.

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Inspection team

Robert Coles, lead inspector Ofsted Inspector

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Inspection team

Simon Tong Ofsted Inspector 7 and 8 March 2023

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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.

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