Treleigh Community Primary School

Inspection of Treleigh Community Primary School Treleigh, Redruth, Cornwall TR16 4AY

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

p.1

Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 12 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

p.1

Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 4 and 5 October 2023

p.1

What is it like to attend this school?

Treleigh is a happy and harmonious environment. Pupils from early years to Year 6 thoroughly enjoy school. They have positive, nurturing relationships with staff and each other. Pupils say they can talk to adults about any worries they may have. As a result, pupils feel safe and well cared for.

p.2

What is it like to attend this school?

The school uses ‘The Treleigh Way’ to promote good behaviour. Pupils are polite, courteous and curious. Their conduct in lessons and at social times is exemplary. They listen carefully to adults’ instructions and quickly settle to their work. Children in the early years follow clear and established routines. They focus well on tasks with and without adult support. Pupils say bullying is rare.

p.2

What is it like to attend this school?

Pupils experience a well-planned curriculum beyond the academic. They pursue their talents and interests through a wide range of clubs. These include gardening, community, art and netball. Pupils deepen their knowledge of the curriculum through carefully chosen trips, such as visits to a museum, art gallery and zoo. This also develops their understanding beyond the locality.

p.2

What is it like to attend this school?

Parents and carers have overwhelmingly positive views on the school. One comment, typical of many, stated, ‘It is very clear that the children come first.’

p.2

better?

New leadership has brought a renewed sense of purpose to the school. The school has a strong sense of shared vision among staff, parents, pupils and governors. Staff morale is high. They speak positively about the direction of the school. Teachers in the early stages of their career are well supported.

p.2

better?

The school has established a well-sequenced and ambitious curriculum. It has embedded the key principles of ‘thrive, respect, empower’ throughout. This starts in the early years. Within the curriculum’s design, the school has carefully considered how content will be taught in both single and mixed-age classes. The school ensures it supports pupils with special educational needs and/or disabilities (SEND) to learn well.

p.2

better?

Through regular training and highly knowledgeable subject leaders, teachers are supported to teach the curriculum effectively. They explain new concepts clearly. Staff skilfully question pupils to further deepen their thinking. As a result, pupils learn the curriculum well. For example, in history, pupils talk knowledgably about why the Romans left Britain. However, sometimes, where teaching is not as well matched to pupils’ needs, they do not learn effectively.

p.2

better?

The school has refreshed its teaching of early reading. It has retrained staff so that they have the appropriate subject knowledge. The school ensures that children in Reception classes begin learning to read as soon as they start. Pupils read books closely linked to the sounds they have learned in lessons. Those who fall behind 4 and 5 October 2023

p.2

3

catch up and keep up. There is a widespread love of reading through the school. Staff ensure that pupils experience a rich range of carefully chosen texts. Pupils can talk in detail about the books their teachers read to them.

p.3

3

Children get off to strong start in the early years. Clear transition processes mean that they settle quickly into their new surroundings. Staff promote oracy through songs and rhymes. Both the indoor and outdoor areas are stimulating and purposeful. This helps children to progress through the curriculum well across all areas of learning. As a result, they are well prepared for Year 1.

p.3

3

Pupils with SEND have their needs well met. The school has clear systems for early identification. This enables support to be in place quickly. Staff help these pupils knowledgably and sensitively.

p.3

3

Pupils know how to stay safe online. For example, they know the importance of not sharing personal details. They are encouraged to report anything that concerns them. They can describe key features of world religions. The school teaches pupils about the basics of finance, such as budgeting. This helps to prepare them for adult life.

p.3

3

Sport has a high profile at Treleigh. Pupils take part in a range of sports tournaments. This not only develops their tactical knowledge, but also builds their self-esteem and confidence. Pupils develop their independence through a series of residential visits.

p.3

3

The school has recently sharpened its systems for recording and analysing attendance information. These systems are now more robust than in the past. It works with families and other agencies to ensure that pupils attend school more regularly.

p.3

3

Governors support and challenge leaders appropriately. They regularly make checks on aspects of the school’s work, such as safeguarding and reading. This means governors know the school well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 On some occasions, the curriculum is not well implemented. As a result, pupils have not developed the knowledge and skills leaders have identified in their plans. The school needs to continue to improve the curriculum so that pupils consistently know and remember more. 4 and 5 October 2023

p.3

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 4 and 5 October 2023

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 10 and 11 November 2011

p.5

Information about this school

 The number of pupils on roll has increased significantly since the last inspection.  The headteacher and deputy headteacher took up their roles in January 2023.  The school runs its own breakfast and after-school club.  The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education and history. For each deep dive, inspectors held discussions 4 and 5 October 2023

p.5

6

about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in religious education and science.  The lead inspector listened to a group of pupils read to an adult.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site.  The inspector considered the responses to the online survey, Ofsted Parent View, and took into consideration responses to the staff and pupil survey. An inspector also spoke to parents at the start of the school day.

p.6

Inspection team

Jason Edge, lead inspector His Majesty’s Inspector

p.6

Inspection team

Julie Barton Ofsted Inspector 4 and 5 October 2023

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