Menheniot Primary School

Inspection of Menheniot Primary School East Road, Menheniot, Liskeard, Cornwall PL14 3QY

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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 Requires improvement 23 and 24 April 2024

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What is it like to attend this school?

Pupils are rightly proud of their school and enjoy learning with their friends. The nurturing relationships between pupils and staff help pupils to settle quickly. Pupils are valued and well cared for. As a result, they are safe and happy.

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What is it like to attend this school?

There is a calm and orderly atmosphere which promotes learning. On the playground, pupils of all ages play together happily. They make up their own games and enjoy using the selection of playtime equipment provided. In the classroom, pupils fully engage in learning. They participate in discussions, answer questions and cooperate well with each other.

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What is it like to attend this school?

Pupils benefit from a range of extra-curricular opportunities. These include residential visits, theatre trips and taking part in computer coding, gymnastics and football clubs. Pupils have the chance to learn a musical instrument and develop confidence by performing in front of an audience. Pupils learn to be active citizens. For example, they organised a litter pick with their local community.

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What is it like to attend this school?

Pupils are proud of their Cornish heritage. They learn about its language and culture and celebrate events like St. Piran’s Day. Most parents comment positively on the support their child receives. They appreciate the improvements that the school has made to their children’s learning.

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better?

The school has relentlessly focused on improvement since the previous inspection. Staff, governors, and the local authority have worked together well to address the concerns raised at the previous inspection.

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better?

In most subjects, there is an ambitious, well-sequenced curriculum. This includes in English and mathematics. For example, in mathematics, children in Reception Year focus well on learning number bonds to five and 10 and develop a secure understanding of number. Older pupils build on this and demonstrate strong recall of mathematical fluency to help them solve problems.

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better?

Published outcomes at the end of key stage 2 do not reflect the current strength of the curriculum. Pupils are doing much better now than in the past. The school has developed staff expertise through effective training and support. Staff have the subject knowledge they need to provide clear explanations. This means that in most subjects, pupils learn well. However, in a few subjects, the school has not identified the small steps of learning to help pupils remember important information. Therefore, pupils do not develop the same depth of knowledge and skills as they do in other subjects.

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better?

From the early years, routines are established early and followed. This supports children to become independent learners. Staff know children well. Most adult-led 23 and 24 April 2024

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activities model new learning and help children to develop language. Children are confident to explore and show resilience when things do not go to plan.

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Pupils with special educational needs and/or disabilities (SEND) have their needs identified early, and a range of suitable support is put in place. Pupils with SEND successfully learn the same curriculum as their peers.

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The school has focused on building a positive culture of reading. Children learn the sounds and letters they need as soon as they start school. The school ensures that books pupils read accurately match the letter sounds that they know. Assessment is used well to pinpoint gaps in learning. Adults use this information to provide extra support to those who need it. This means that pupils quickly become fluent and confident readers.

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Older pupils continue to enjoy reading as they move through the school. They develop a love of reading by choosing books from the well-stocked library. Pupils encounter a range of new and exciting books that inspire them to read for pleasure. For example, pupils are read to by the school’s ‘secret readers’ who are members of the school and local community.

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The school’s approach to personal development is underpinned by its mission statement, ‘be happy, be kind, reach for the stars’. Pupil leadership is developed well. Pupils enjoy taking on roles such as eco-warriors, sports leaders and school councillors. Older digital leaders support younger pupils in lessons and lead assemblies about internet safety. The curriculum for personal, social and health education is well planned. For example, pupils learn about healthy relationships and puberty. They discuss these topics with maturity and respect.

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Persistent absence is high. Too many pupils are missing school frequently. While the school has put in systems to address this, it is too early to see the full impact.

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Governors know the school well. They engage with external experts, attend regular training and continually strive to improve the school. Staff are proud to work at the school. They value the high-quality professional development that supports them to do their roles well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the school has not identified the small steps of knowledge they want pupils to know. As a result, pupils do not develop the same depth of knowledge and skills in these subjects as they do in others. The school needs to 23 and 24 April 2024

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ensure that it identifies the key knowledge it wants pupils to know and remember so that pupils build on their learning and have the same depth of knowledge in all areas.  Persistent absence is too high for some groups of pupils. These pupils miss too much of their education. The school must continue to support parents to reduce persistent absence so that pupils attend school regularly.

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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' 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). 23 and 24 April 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Elizabeth Clarke

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Dates of previous inspection

10 and 11 March 2020, under section 5 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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Information about this inspection

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

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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 met with the headteacher and other members of staff. The lead inspector held a telephone call with a representative from the local authority, and met with the chair and members of the governing body. 23 and 24 April 2024

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 Inspectors carried out deep dives in early reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited samples 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 some other subjects.  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 considered the responses to the online survey, Ofsted Parent View, including the free-text comments, and the staff survey.

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Inspection team

Gavin Summerfield, lead inspector His Majesty's Inspector

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Inspection team

Sarah Ryder Ofsted Inspector 23 and 24 April 2024

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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.

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