Fourlanesend Community Primary School

Inspection of Fourlanesend Community Primary School Fourlanesend, Cawsand, Torpoint, Cornwall PL10 1LR

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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 29 and 30 April 2025

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What is it like to attend this school?

Strong and respectful relationships are at the heart of Fourlanesend. These are underpinned by the school’s well-understood and shared values. These guide pupils’ values for life. The school setting and its staff work in harmony to develop confident and thriving individuals who have a real enthusiasm for learning. Pupils are motivated to do their best. They meet the school’s high expectations for their behaviour. This is because pupils know that this is an important part of what makes their school a special place to learn.

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What is it like to attend this school?

The school is ambitious for what its pupils can achieve, both academically and in their wider development. Significant developments in the quality of education that pupils receive mean that they build a breadth of knowledge across a range of different subjects. Pupils say that learning is exciting and fun and, because of this, they want to know more and more.

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What is it like to attend this school?

Pupils value highly the recently strengthened range of opportunities afforded to them by the school. They talk with joy about sporting events, the school disco and community events that they now take part in. These increase pupils’ aspirations for their future and prepare them well for their next steps. Pupils are inspired to take on responsibilities and fulfil a variety of roles to make a difference in the school.

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

Since the school joined its partner school and formed the Rame Federation, it has worked successfully to design an ambitious curriculum. This curriculum identifies the important knowledge that pupils will learn in each subject. The school identified where additional support from external agencies, including the local authority, would strengthen and support the school in this work. It has resulted in a much improved academic offer for pupils from the early years through to Year 6.

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

The school has ensured that learning to read is prioritised. In the early years, the development of a love of reading and language development is a high focus. Staff skilfully use the new phonics programme to ensure that pupils read with increasing accuracy and fluency. Pupils who need extra help get what they need to keep up and catch up with the pace of the phonics programme. Consequently, pupils are confident readers. They enthuse about reading and how the school encourages them to explore a wide range of different texts and authors.

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

Pupils recall their learning with increasing success in the wider curriculum. This is more secure in the subjects where the school has targeted its initial work. For example, pupils make links with their learning across their topics about the Mediterranean, the different types of climate and climate change, and they identify similarities and differences between different faiths.

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

However, the school recognises the need to improve some aspects of its offer. These include strengthening how the tasks pupils are set build effectively towards more complex 29 and 30 April 2025

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learning and the quality of learning recorded in books. As a result, pupils do not learn as well in some subjects as they do where subject development is more embedded. Additionally, the school’s approach to teaching writing is not as effective as it could be. The school’s expectations of pupils’ writing are not fully clear for teachers. Consequently, some pupils do not get the opportunities that they need to practise and hone their writing skills to be successful writers.

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The school has improved how well it identifies needs and supports pupils with special educational needs and/or disabilities (SEND). Alongside well-considered training for staff, the school makes effective use of external support and guidance, where it is available. Teachers use a range of adaptations for pupils with SEND, which are identified through pupils’ measurable targets. However, these can be too generic, and are not sufficiently focused on the precise support and adaptation that some pupils need.

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Children in the early years quickly learn the school’s values and routines. Staff use their expertise to increase children’s curiosity of the world around them through the activities and adult-led learning that are in place. This builds the foundations for the relationships and positive attitudes to learning that run through the school. As a result, pupils attend well.

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To prepare pupils to participate fully in life beyond Fourlanesend, the school places high importance on increasing pupils’ awareness of the wider world in which they live. Pupils learn to be risk aware and how to lead a healthy life. The school values underpin pupils’ ability to respect and celebrate how people are different.

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The school has welcomed the increased involvement of the community and parents and carers into the life of the school. Parents wholeheartedly agree that the school has undergone many highly positive developments this academic year, which have had a significant impact on their children’s learning and development. Staff workload and well- being have been a leadership focus so that staff are well equipped to fulfil the school’s ambition for its pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some subjects in the curriculum are not as secure and embedded in their design and implementation as others. This means that some pupils do not learn as well as they do where the curriculum is more established, and staff are not fully clear about how to achieve leaders’ ambitions. The school should use the effective curriculum models that it has fully established, to develop the full range of subjects that pupils learn. 29 and 30 April 2025

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 Some of the school’s provision to support pupils with SEND to overcome barriers to learning is not adapted with enough precision. Adaptations that teachers make can be too generic and therefore do not make the most impact on pupils’ learning. The school should ensure that it strengthens staff’s knowledge and expertise in how to impact most successfully on pupils’ additional needs, so that pupils with SEND can achieve the best possible outcomes.  The school’s teaching of writing is not as effective as it could be. This means that, at times, some pupils do not have writing tasks that allow them to build and practise their writing skills well enough. The school should ensure that it provides staff with the knowledge and expertise that they need to support pupils’ progress in their writing.

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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). 29 and 30 April 2025

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School details

Appropriate authority The governing body

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School details

Headteacher Naomi Lee (Head of school) Pete Hamlyn (Federation headteacher) Website www.fourlanesendprimary.co.uk

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School details

Dates of previous inspection 27 and 28 September 2022, under section 5 of the Education Act 2005

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Information about this school

 The school joined with a local junior school to form the Rame Federation in September 2024. The federation is overseen by a federation headteacher.  The head of school joined the school in September 2024.  The governing body oversees both schools in the federation. It is made up of governors from the governing bodies of the two partner schools.  The school does not use any alternative provision.  The school provides a breakfast and after-school club for its pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 29 and 30 April 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the federation headteacher, the head of school, the special educational needs leader and subject leaders.  Inspectors carried out deep dives in these subjects: early reading, mathematics and religious education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector also discussed the curriculum in some other subjects.  The lead inspector observed pupils from Years 1 to 3 read to a familiar adult.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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 lead inspector spoke with a representative from the local authority and representatives from the federation governing body, including the chair of the governing board.  The inspectors spoke with staff to gain their views of the school, their workload and their well-being.  The inspectors looked at a range of policies and documentation including leaders’ evaluations and plans for improvement. The inspectors scrutinised a range of policies and procedures, including those that relate to the curriculum, SEND, personal development, attendance and behaviour. They observed pupils’ behaviour during lessons and around the school.  An inspector met with parents at the beginning of the school day. Inspectors took

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account of the responses to Ofsted Parent View, including the free-text comments.  The inspectors spoke with groups of pupils about their experiences at the school.

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Inspection team

Leanne Thirlby, lead inspector His Majesty’s Inspector

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Inspection team

Lizzie Lethbridge Ofsted Inspector 29 and 30 April 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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