Trevisker Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Trevisker Primary School Warwick Crescent, St Eval, Wadebridge, Cornwall PL27 7UD

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Inspection dates: 21 and 22 January 2025

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Outcome

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

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Outcome

The headteacher of this school is Jules Jenkin. This school is part of Kernow Learning 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 (CEO), Clare Crowle, and overseen by a board of trustees, chaired by David Parker.

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What is it like to attend this school?

Pupils benefit from a warm and caring environment. Staff have high expectations of pupils’ achievement, which pupils respond to well, thrive and are happy at school.

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What is it like to attend this school?

Pupils are confident, polite and caring. They get on well together, behave well and work hard. When pupils occasionally fall out with each other, they quickly make up. This can be with the help of adults but often pupils work it out between themselves.

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What is it like to attend this school?

Pupils experience an increasing number of opportunities to engage in activities in the local community, such as helping maintain the local wildflower meadow. They visit other local landmarks, including tin mines, aquaria and also travel further afield. The school welcomes many visitors. This is part of the school’s desire to broaden pupils’ horizons and improve their understanding of diverse cultures.

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What is it like to attend this school?

The school’s curriculum has been revamped to include rich experiences and content. These changes develop pupils’ knowledge across the curriculum and in the quality of their reading, particularly for those pupils with special educational needs and/or disabilities (SEND). However, there is still more work to do to improve outcomes in some subjects.

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What is it like to attend this school?

The school uses its local knowledge and connections to make sure it prepares pupils to be safe and well prepared for their next steps. 21 and 22 January 2025

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

The school has continued to develop and improve the curriculum since the previous inspection. As a result, outcomes at the end of key stage 2 have improved. Staff expectations of all pupils are high. In English and mathematics, this is now a strong feature of the school. Pupils share their ideas with clarity and think thoughtfully. As a result of pupils’ strong start to learning mathematics, they complete calculations quickly and accurately. Pupils’ work is neatly presented. Adults ensure that correct letter and number formation is necessary. In Reception, dedicated time is given to developing a comfortable pencil grip and practising handwriting.

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

Pupils show a love of reading. Reading has been prioritised and the books pupils study have been thoughtfully selected. The trust has invested in training staff to teach phonics effectively. Staff introduce new sounds clearly and provide support to help children learn them well. Pupils with SEND and, those who struggle, are supported to ensure they catch up quickly. All pupils enjoy reading their books, including their home readers, which draw on the sounds they have recently learned. This enables them to build on their knowledge to become fluent and confident readers.

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

Pupils’ attendance at school is improving. They feel well cared for and value their friendships. Leaders’ warm relationships with parents and carers ensure that there is open dialogue about their children’s attendance and well-being. Tightly managed systems and some healthy competition for the attendance cup have seen attendance rise sharply. The school’s focus on oracy means that pupils explain their learning clearly. Ongoing changes to the content of the curriculum, and the way it is taught, mean that pupils have a broad body of knowledge to draw on. This is more well developed in some subject areas than others. Although some subject leaders have a deep understanding of their subject, this is not the case in a few subjects. As a result, some curriculums do not identify the most essential knowledge pupils should learn. Sometimes, teaching approaches are not fully effective. Consequently, pupils struggle to understand aspects of the curriculum.

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

Pupils are prepared well for the wider world. They have a clear understanding of the fundamental British values.

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

Trust and school leaders have made great strides to ensure the school is at the heart of its community. This work has been highly successful. As a result, standards continue to improve. Trustees and governors have an accurate view of the school’s strengths and the next steps. Trust networks, training and additional support from the trust is helping the school to improve further.

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Safeguarding

The arrangements for safeguarding are effective. 21 and 22 January 2025

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(Information for the school and appropriate authority)

 In a few subjects, teachers do not have the level of understanding they need to ensure that the school’s curriculum is taught effectively. This leads to pupils not knowing and remembering the most significant content. The trust should ensure that subject leaders and teaching staff have the knowledge they need to develop the curriculum further, implement it effectively and, as a result, improve pupil outcomes.

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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 second ungraded inspection since we judged the school to be good for overall effectiveness in April 2013.

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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. 21 and 22 January 2025

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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). 21 and 22 January 2025

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School details

Website www.trevisker.kernowlearning.co.uk

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School details

Date of previous inspection 23 May 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Kernow Learning, a multi-academy trust of 21 primary schools.  The headteacher has been in post since September 2023.  The school does not make use of any alternative provision.

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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 their evaluation of the school.  The inspector met with the headteacher, assistant headteachers and teachers. The inspector also met with the CEO and her deputy, the chair of the trust board, trust leaders, two local governors, a trustee and some parents. 21 and 22 January 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. In addition, the inspector spoke with subject leaders about their plans.  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 observed informal times of the day as part of their evaluation of safeguarding and pupils’ behaviour and to gather information about school life.  The inspector considered responses to Ofsted Parent View, including the free-text comments and the responses to Ofsted’s staff and pupil surveys.

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Inspection team

Iain Freeland, lead inspector Ofsted Inspector 21 and 22 January 2025

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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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