St Cleer Primary Academy

Inspection of St Cleer Primary Academy Well Lane, St Cleer, Liskeard, Cornwall PL14 5EA

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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

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The headteacher of this school is Michele Spencer. This school is part of Bridge Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Adrian Massey, and overseen by a board of trustees, chaired by Maria Ashurst.

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Overall effectiveness Good

Ofsted has not previously inspected St Cleer Primary Academy as an academy under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections. 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 of the predecessor school. 9 and 10 July 2024

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What is it like to attend this school?

The staff at St Cleer are aspirational for pupils’ futures. There is a strong sense of community. The school’s values, which include ‘be creative’ and ‘be determined’, weave through all areas of school life. Pupils are enthusiastic about the creatures they have selected to represent these values. They understand the positive character traits they are expected to show. Schools across the trust enjoy ‘values days’ where these are celebrated together. Pupils appreciate the stickers and postcards they receive for demonstrating the values consistently.

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What is it like to attend this school?

Parents and carers speak warmly about the relationships their children enjoy with staff. They are positive about the leadership of the school. They are well informed about how their child is progressing. Pupils are happy at school and enjoy their learning across the curriculum.

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What is it like to attend this school?

Pupils are proud to represent the school in community events. For example, local artists make willow lanterns in school with pupils. They then take part in the local Liskeard Lantern Parade. Pupils are keen fundraisers. Many recently wore yellow for a fun run to raise money for an important charity to the school. Pupils also develop life skills by attending residentials, taking part in diversity workshops and completing activities, such as the ‘make £5 grow young enterprise project’.

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better?

Pupils learn an ambitious curriculum which is carefully planned from early years to Year 6. A small number of pupils with special educational needs and/or disabilities (SEND) follow a slightly different curriculum. The school works effectively with parents, pupils and external professionals to put this into place successfully. Therefore, pupils with SEND are supported effectively and make good progress.

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better?

The school’s published outcomes show that pupils achieve well, particularly in reading and mathematics. The school and trust have responded quickly to writing outcomes being lower. They have strengthened this part of the English curriculum and created more opportunities across subjects for pupils to write at length. The impact of this is seen in the improved quality of writing now produced by current pupils, particularly in the younger years.

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better?

The school and trust have strengthened the teaching of the school’s chosen phonics programme. Staff are well trained. Pupils read books that are carefully matched to the sounds they know. If assessment shows they are falling behind their peers, targeted support is given. This helps pupils to catch up quickly. Therefore, pupils become fluent and confident readers. Many are enthusiastic about what they are reading independently outside of school.

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better?

Children who join in pre-school or Reception Year benefit from an effective transition. Staff get to know them well and they settle in quickly. They learn in a vibrant indoor and outdoor environment. The curriculum they follow is carefully 9 and 10 July 2024

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planned but is also adapted to their interests. Staff support children’s language development by modelling vocabulary linked to topics within the curriculum.

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Most pupils know and follow the expectations of the school’s behaviour policy. A small minority of older pupils sometimes do not a show a positive attitude to their learning. However, overall, the school is calm and learning is purposeful. At playtimes, pupils enjoy football on the field, access the play equipment, or create their own games on the playground. Children in the early years learn the expected routines of the classroom. They listen intently to staff and follow their instructions carefully. This helps to prepare pupils well for the expectations of key stage 1.

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The school’s personal development programme is well planned and relevant for pupils. Pupils learn how to keep themselves safe when online, as well as in the community, using road and water safety information. Pupils show a confident, age- appropriate understanding of terms such as consent. Pupils are well prepared for life in a multi-cultural society and learn about Cornish traditions.

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The school offers a range of extra-curricular clubs for pupils, such as football, choir, Glee club and construction. Although some pupils benefit from attending these, disadvantaged pupils are currently less likely to attend. The school does not have a clear enough oversight of who is participating regularly to be able to address this.

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The trust ensures strong support for the school through shared professional development opportunities. Staff are positive about the impact of this on increasing their subject knowledge and improving their teaching practice across different subjects. Staff feel empowered. They appreciate that the school and trust consult with them about changes and are considerate of their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school does not have sufficient oversight of pupils’ participation in extra- curricular or enrichment activities. This means it does not know which pupils are taking part in these opportunities and those who are not. The school and trust should ensure that it has a detailed overview of which pupils do not benefit from all the school has to offer.  A small minority of pupils do not consistently demonstrate the school’s values in their approach to learning. As a result, there are occasions when their learning, and that of others, is disrupted. The school and trust should continue to work with this small group of pupils to improve their attitudes, so that interruptions to pupils’ learning are avoided. 9 and 10 July 2024

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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). 9 and 10 July 2024

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CEO of the trust

Adrian Massey Headteacher Michele Spencer

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CEO of the trust

Date of previous inspection Not previously inspected

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Information about this school

 The headteacher joined the school in September 2019.  The school is part of Bridge Multi-Academy Trust, which it joined in 2018.  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 held discussions with the headteacher, the executive headteacher, the special educational needs and disabilities coordinator, members of the local 9 and 10 July 2024

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governor hub, the chief executive officer of the trust and the chair of the trust board.  Inspectors carried out deep dives in these subjects: early reading, mathematics and geography. 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.  To evaluate the effectiveness of safeguarding, 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 responses to the online survey for parents and carers, Ofsted Parent View, including the free-text comments. Inspectors also considered responses to the staff survey and responses to the survey for pupils.

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Inspection team

Kelly Olive, lead inspector His Majesty’s Inspector

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Inspection team

Ashley Leeson Ofsted Inspector 9 and 10 July 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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