Nancealverne School

Inspection of a school judged good for overall effectiveness before September 2024: Nancealverne School Madron Road, Penzance TR20 8TP

p.1

Inspection dates: 21 and 22 January 2025

p.1

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

p.1

Outcome

The headteacher of this school is Ruth Carpenter. This school is part of the Special Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Guy Chappell, and overseen by a board of trustees, chaired by Alison Cook.

p.1

What is it like to attend this school?

Pupils flourish and shine at Nancealverne School. They display genuine joy when describing the kindness and understanding that they get from staff. The school is a calm and welcoming place for them to learn. Pupils are confident that staff know exactly how to help them when they struggle with things. This helps them to feel calm again and return successfully to their learning. Pupils from across the three sites show that they feel safe and trust the strong and nurturing bonds that they have with staff. This is evident in their enthusiasm for learning and the pride with which they describe what the school offers them.

p.1

What is it like to attend this school?

Pupils respond positively to the high expectations staff have of them. Their experiences in school foster their aspirations to be the very best versions of themselves. Staff across the three school sites have a shared understanding that pupils’ achievements go far beyond academic learning. For example, the school’s commitment to champion pupils’ independence and communication is exceptional. Staff use various communication approaches skilfully with pupils. This gives pupils a voice and enables them to contribute fully to their learning and school life. 21 and 22 January 2025

p.1

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

The school has a highly ambitious vision for pupils’ readiness for life after Nancealverne. This expertly combines academic learning with social and emotional development. The school maintains accurate and comprehensive information about the wide range of pupil needs and their potential barriers to learning. This is used skilfully to underpin the way in which pupils learn and are taught. The attention to critical steps in development that individual pupils require, from early years through to students in upper school, is well understood. Teaching staff and the specialist intervention team work closely together. This is just one of several highly innovative ways where a combined set of skills make a significant impact on pupils. This school-based team is highly responsive to pupils’ needs so that, ultimately, they are well prepared for their next stage, and their education, health and care (EHC) plan outcomes are met. This way of working also strengthens staff

p.2

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

knowledge and skills. It ensures that what they offer individual pupils is continually growing and improving.

p.2

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

Alongside communication, the school prioritises the importance of reading. It knows it is crucial for pupils to thrive in society. Pupils learn to read at the appropriate level for them. Staff have the expertise to adapt and present this in a clear way. Pupils become increasingly accurate and confident readers as they move through the school. When it is appropriate to do so, pupils follow a systematic approach to learning their phonics. The school is committed to making sure that pupils can read and understand increasingly complex texts. Pupils describe a love of reading. They talk about authors and books they enjoy reading independently. This supports their learning in other curriculum areas as they make links to other subjects such as science and history.

p.2

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

The school makes sure that pupils are in school as much as possible to get the most from the exceptional education offer in place. It works successfully with pupils and their families to build trusted relationships and address concerns they might have. For some pupils, attendance had been a concern before they joined this school. The school has made a significant impact on attendance for these pupils in a short space of time.

p.2

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

Pupils are respectful and tolerant of each other. This is modelled well by school staff. There is a well-embedded culture to praise and champion each other’s successes, no matter how small they may appear to others. This inclusive and empowering ethos can be seen throughout the school, including at the newly opened Cury School site.

p.2

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

Staff knowledge of pupils ensures that they can challenge pupils, in their learning and beyond, successfully. Pupils feel confident to express their views. This is welcomed and celebrated. Pupils participate in the wide range of experiences the school offers to broaden their awareness of the world around them. Pupils are actively involved in their local community. There is a focus on work-related learning from an early age. Pupils from early years through to key stage 5 are very well equipped to be as independent as possible in their future lives. For example, younger pupils act out scenarios about people who can help them, and older students learn about the courses available to them at local colleges. 21 and 22 January 2025

p.2

3

The thought and consideration that the school applies to its decision-making is exceptional. It results in innovative and creative ways of working that place pupils at the core. Staff describe this as a place where all pupils thrive. Staff highly value the support for their well-being and development so they can meet the school’s ambition for its pupils. The trust is thorough in how it assures itself of the effectiveness of the school. Those responsible for governance have a depth of knowledge that ensures a shared dedication to providing an excellent standard of education for pupils.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.

p.3

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.

p.3

Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 21 and 22 January 2025

p.3

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). 21 and 22 January 2025

p.4

School details

School category Academy special converter

p.5

form

Date of previous inspection 5 July 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school has pupils with a wide range of special educational needs and/or disabilities (SEND), including profound and multiple learning difficulties, severe learning difficulties and social, emotional and mental health needs. All pupils have an EHC plan.  The school has opened two additional sites since its previous inspection. The upper- school site opened in November 2024. The Cury School site opened in January 2025.  The school does not currently have children below four-years-old on roll.  The school currently uses no alternative provision. 21 and 22 January 2025

p.5

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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  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.  The inspectors visited a sample of lessons across all three school sites, spoke to some pupils about their learning, observed staff working with pupils and looked at samples of pupils’ work.  Inspectors met with the headteacher, the deputy headteacher, the assistant headteacher, the special educational needs coordinator, and staff.

p.6

Information about this inspection

 The lead inspector also met with the chair of the local governing body, trustees and members of the trust strategic leadership team, including the CEO.  The inspectors observed pupils’ behaviour in lessons and around the three school sites.  The inspectors reviewed school documents, including leaders’ evaluations and plans for improvement. The inspectors scrutinised a range of policies and procedures, including those that relate to the curriculum, SEND, safeguarding and behaviour.  The inspectors spoke to a range of pupils to gather their views about the school. Some of these discussions took place with an adult present to support pupils with their communication.  The inspectors considered responses to Ofsted Parent View and parents’ free-text comments.  The inspectors spoke with staff to gather their views about the school and considered their responses to Ofsted’s staff survey.

p.6

Inspection team

Leanne Thirlby, lead inspector His Majesty’s Inspector

p.6

Inspection team

Sue Costello Ofsted Inspector 21 and 22 January 2025

p.6

7

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