Tregony Community Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Tregony Community Primary School Back Lane, Tregony, Truro, Cornwall TR2 5RP

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Outcome

Tregony Community Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The executive headteacher of this school is Kate Douglass, who is responsible for this school and one other school. This school is part of Roseland 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, Christopher Challis, and overseen by a board of trustees, chaired by Lisa Michell.

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What is it like to attend this school?

Pupils are happy, safe and proud to attend this friendly school. They understand and embody the school values of ‘respect, resilience and responsibility’. Relationships between staff and pupils, including those with special educational needs and/or disabilities (SEND), are warm and supportive. This helps pupils to develop their character and sense of belonging within the school community.

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What is it like to attend this school?

The school has high expectations for its pupils. Pupils live up to these and achieve well. This is reflected in pupils’ end of Year 6 published outcomes in reading, writing and mathematics in the last academic year.

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What is it like to attend this school?

Pupils show exemplary behaviour in the classroom and around the school. They demonstrate very positive attitudes to learning and value their education. In the playground, pupils of all ages play together harmoniously.

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What is it like to attend this school?

The school enables all pupils to attend clubs, such as running, choir and football. Pupils value experiences such as surfing or trips to London, which complement their learning and widen their horizons. The school provides pupils with a wide range of exciting 5 and 6 November 2024

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opportunities that bring the curriculum to life. For example, pupils learn about Cornish tin mining through a visit to the local museum archives.

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What does the school do well and what does it need to do better?

The school has constructed an ambitious curriculum. It has identified the ‘sticky knowledge’ it wants pupils to know from the nursery for two-year-olds through to Year 6. Staff revisit concepts to deepen pupils’ knowledge over time. For example, in history, pupils in Years 3 and 4 confidently explain how and when the ancient Romans invaded Britain. Older pupils build on this knowledge and discuss the similarities and differences between ancient civilisations.

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What does the school do well and what does it need to do better?

In most curriculum areas, pupils learn the vocabulary that they need to talk about their learning. For example, in mathematics, pupils confidently use words such as numerators and denominators when solving problems containing fractions. However, in a few curriculum areas, the school has not placed enough emphasis on teaching the subject- specific vocabulary pupils need to learn. This prevents pupils from building up a deep body of knowledge.

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What does the school do well and what does it need to do better?

Adults weave stories, songs and rhymes throughout the school day in the early years. From the start of Reception, children learn phonics well. Staff implement the phonics programme with consistency and precision. They place a sharp focus on ensuring all pupils can read fluently. Pupils learn the sounds that letters make in a systematic way. They practise reading books that match the sounds that they know. This helps them to develop their fluency and confidence. Staff have thoughtfully chosen key texts and books to align with the curriculum, ensuring that they are diverse and inclusive and cover a wide range of topics. Pupils develop their reading skills and fluency and expand their knowledge as they move through the school.

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What does the school do well and what does it need to do better?

Pupils with SEND are well supported. The school liaises closely with families and outside agencies to identify pupils’ needs promptly. Staff use this advice to provide bespoke support to pupils effectively, where required. Pupils with SEND learn the same curriculum as their peers and achieve well. The school works well with families to overcome barriers to regular attendance and punctuality. As a result, attendance is high, including for those who are disadvantaged or have SEND.

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What does the school do well and what does it need to do better?

The school provides support and training for staff so that there is a common approach to teaching. Staff check pupils’ understanding during lessons effectively. This means that any misconceptions or gaps are rapidly picked up and addressed as they arise.

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What does the school do well and what does it need to do better?

The school has developed a comprehensive and detailed curriculum for personal, social and health education. It helps prepare pupils well for life in modern Britain. Pupils find out about cultures that are different to their own. They are taught that everyone is unique and that this is something to be celebrated. Pupils learn about online safety, healthy relationships and how their bodies change as they get older. Sleepovers at school and residential trips, such as camping and taking part in outdoor adventurous activities, develop pupils’ confidence and resilience. 5 and 6 November 2024

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The school engages well with staff when considering any changes or improvements. Staff are valued and supported. They are proud to work at the school. The school has taken measures to reduce workload and support staff well-being.

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Trustees and members of the local monitoring committee know the school well and are actively involved. They hold the school to account effectively for the quality of education that pupils receive. Most parents and carers are highly satisfied with the care and support given to their children.

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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 does not ensure that teaching puts enough emphasis on helping pupils to build up a strong body of subject-specific vocabulary. As a result, pupils do not use vocabulary confidently when completing their work. The school should develop the expertise of staff in teaching and assessing vocabulary in these subjects.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2018. 5 and 6 November 2024

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How can I feed back my views?

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). 5 and 6 November 2024

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School details

Headteacher Kate Douglass (Executive Headteacher)

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School details

Dates of previous inspection 20 and 21 November 2018, under section 5 of the Education Act 2005

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Information about this school

 There is a before- and after-school club for pupils who attend the school.  The school has nursery provision for two- to four-year-olds.  The school does not use alternative provision for its pupils.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector spoke with school leaders, subject leaders, parents, pupils, members of the local monitoring committee, trustees and representatives from the trust. 5 and 6 November 2024

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 To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils’ behaviour in lessons and around the school.  The inspector considered responses to the online survey, Ofsted Parent View, including the free-text responses. He also looked at responses to the staff surveys.

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Inspection team

Gavin Summerfield, lead inspector His Majesty’s Inspector 5 and 6 November 2024

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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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