Duloe CofE VA Primary Academy

Duloe CofE VA Primary Academy

Address: The Green, Duloe, Liskeard, Cornwall, PL14 4PW Unique reference number (URN): 144570

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Attendance remains a high priority for leaders. They act tenaciously to ensure all pupils attend well. Leaders focus on creating a school environment that pupils actively want to attend. Strong attendance reflects positive relationships with families, an improved culture and communication, and clear, consistently applied approaches. Leaders track attendance patterns closely and take well ‑ considered, bespoke actions when needed. Their deep knowledge of pupils enables finely tuned support for individual families. These actions have a positive impact. Pupils’ strong desire to attend school highlights the success of this culture and remains a notable strength.

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Attendance and behaviour Strong standard

Staff apply behaviour expectations clearly and consistently across the school. Movement around the building is calm, with well ‑ established routines that reflect the deliberate work of leaders and staff to build a highly positive culture. Classrooms are calm, orderly and purposeful. This supports pupils to learn well. Pupils enjoy their learning and contribute actively and enthusiastically to discussions. Leaders consistently reinforce the school’s values. Pupils understand these values well. They reflect them in the considerate and respectful way in which they treat one another. Pupils conduct themselves in a settled and focused manner throughout the day, including during transitions and wet lunchtimes. They consistently show kindness to one another. Pupils enjoy positive relationships and value opportunities to socialise with friends across classes.

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Achievement Expected standard

Pupils achieve well at this school, and outcomes at the end of key stage 2 remain largely above national averages.

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Achievement Expected standard

Many key stage 2 pupils speak confidently about their learning. They use accurate subject vocabulary and explain how their knowledge builds over time, for example when describing Viking settlements and the diversity of Viking life. Thoughtful curriculum design and effective teaching help pupils to know more and remember more. Pupils also understand expectations for handwriting, spelling and drafting, which supports learning across subjects. However, at times, some pupils do not secure multiplication facts as quickly as they could.

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Achievement Expected standard

Younger pupils develop important early reading and mathematical knowledge, although their independence varies. Staff do not always require pupils to reapply strategies independently, particularly in phonics and reading fluency, which slows the secure development of early skills. Teachers use clear routines and modelling, and leaders’ continued focus on early precision will strengthen pupils’ independence further.

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Curriculum and teaching Expected standard

Leaders understand clearly what the school does well in the curriculum and know what needs to improve next. Their ongoing work reflects high expectations to deliver a broad and balanced curriculum that prepares all pupils well for their next phase. Leaders work collaboratively within the school and across the trust to strengthen this curriculum delivery and reduce inconsistencies.

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Curriculum and teaching Expected standard

The curriculum itself is well designed. It takes careful account of the school’s size and mixed ‑ age classes. Leaders provide well-chosen resources that strengthen teachers’ subject knowledge. These help to ensure that teaching is consistent, with regular chances for pupils to recap learning and clear ways to check how well they are doing.

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Curriculum and teaching Expected standard

Most pupils secure essential knowledge in reading, writing and mathematics. Staff teach phonics with fidelity, and most pupils learn to read fluently. Staff identify and address gaps in reading knowledge effectively. Older pupils respond positively to high ‑ quality reading materials. They understand key concepts and vocabulary well. Leaders have established a consistent approach to teaching writing that ensures pupils build their knowledge and skills well. Pupils produce high ‑ quality writing. In mathematics, pupils develop secure number facts, fluency and reasoning. They explain their methods clearly.

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Early years Expected standard

Leaders place a strong emphasis on ensuring every child has a successful start to school. Staff create a warm, engaging environment where children from the age of 3 are kept safe and well cared for. Staff get to know children well from the outset. They ensure families feel fully involved in their child’s education.

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Early years Expected standard

Staff maintain a strong, explicit focus on learning from Nursery onwards. The curriculum is mapped clearly to ensure that children build their knowledge securely over time. Leaders identify children's individual needs quickly. They understand that children's language and communication needs are a priority. Leaders put extra support in place to support children with gaps in their knowledge. This prepares most children well for Year 1.

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Early years Expected standard

Reading is prioritised from the start. Staff teach phonics consistently from Reception onwards, enabling most children to secure their understanding of sounds and letters. Expectations for handwriting, posture and pencil grip are embedded within phonics and reinforced across the learning environment. Children develop their knowledge of mathematics in a well-ordered way. Staff place a strong emphasis on vocabulary and high ‑ quality interactions. However, at times, the quality and effectiveness of adult interactions with children vary.

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Inclusion Expected standard

Leaders and staff are increasingly confident to identify and meet the needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. They are becoming quicker at noticing when pupils may need extra support, particularly as the youngest children settle into the nursery. Once they understand these needs, on the whole, leaders ensure the right support is provided. Consistent routines and well ‑ considered support enable most pupils with SEND to engage successfully in lessons. Staff adapt tasks effectively to promote growing independence. They check pupils' progress with growing precision. Staff have high expectations for all pupils, including those who need further support to embed and apply essential knowledge. They continually seek ways to accelerate progress and to close gaps in pupils' knowledge.

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Inclusion Expected standard

Support for the most vulnerable pupils remains a strong feature of the school. Staff act with determination and care to meet pupils' needs. They engage with parents, carers and external professionals purposefully to ensure that pupils receive well-informed and timely support.

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Inclusion Expected standard

Leaders allocate additional funding, such as the pupil premium grant, thoughtfully. They ensure that the use of this funding aligns with whole ‑ school priorities and enriches pupils’ experiences. Staff address the needs and priorities of disadvantaged pupils with increasing consistency.

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Leadership and governance Expected standard

School and trust leaders know the school’s strengths and areas for improvement well. High ‑ quality teaching and consistently high expectations for conduct and learning behaviours have been key drivers of improvement. Leaders' work to address these priorities has had a positive impact on behaviour and the curriculum and teaching that pupils receive. Staff share leaders’ ambition. They are committed to getting things right for all pupils, including those who face barriers to learning. Leaders have made curriculum decisions that support mixed ‑ age classes and provide strong structure and guidance for teachers. Where inconsistencies in curriculum delivery exist, leaders address these through well-chosen professional learning opportunities. Leaders continue to strengthen provision for pupils with ongoing gaps in their knowledge.

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Leadership and governance Expected standard

Governance at both local and trust ‑ board level is effective and ensures that statutory duties are fulfilled. The trust and local governors provide effective support and appropriate challenge to school leaders. Local governors know the school well and are well trained. The involvement of education professionals strengthens their work further. Collaboration across all levels of leadership is a notable strength.

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Leadership and governance Expected standard

Leaders consider staff's wellbeing and workload carefully when making changes. Staff value the support available and the many opportunities to develop their skills within the school and across the trust. Leaders act as strong role models of high expectations and have embedded a culture that reflects this. Parents and carers remain highly supportive of the school. They value the care and quality of education provided and speak warmly about its positive impact on their children’s wellbeing.

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Personal development and wellbeing Expected standard

Personal development is a well-embedded aspect of the school’s offer. Leaders plan this provision coherently, weaving together personal, social and health education, relationships education and wider curriculum experiences. They place a strong emphasis on pupils developing an appreciation of ethnicity, diversity and global awareness. Pupils show respect for beliefs that may differ to their own. Leaders shape the wider offer thoughtfully to reflect the school’s context and broaden pupils' experiences. Pupils learn how to stay safe both offline and online.

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Personal development and wellbeing Expected standard

Pupils have meaningful opportunities to take action and speak up. They confidently talk about their ‘courageous advocacy’ projects and how these make a positive difference. Projects linked to environmental and global issues, such as climate-related artwork, wildlife conservation work and involvement in toilet twinning, help pupils connect their learning to real-world responsibility. Pupils are supported to feel a strong sense of belonging within their local community. Close links with the local church, along with projects such as planting trees in Duloe’s Stone Circle, help them build meaningful connections and pride in their local area.

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Personal development and wellbeing Expected standard

Pupils develop interests and skills in areas such as football, chess and gardening through the school’s clubs. Leaders check who takes part in enrichment and extra-curricular activities to ensure pupils with special educational needs and/or disabilities and those eligible for additional funding are fully included. Leaders use funding thoughtfully to widen cultural and experiential opportunities.

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Personal development and wellbeing Expected standard

The school supports pupils’ mental health and wellbeing well. For example, approaches such as the 'I wish my teacher knew' box help pupils to share their worries or concerns. Leaders check and act on these promptly. This helps pupils to feel safe, valued and listened to.

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Personal development and wellbeing Expected standard

Pupils describe clearly how democratic processes, such as the school council, influence school life, for example through introducing playground zones and friendship buddies. They demonstrate a mature understanding of fairness and inclusion.

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What it's like to be a pupil at this school

Pupils experience a strong family feel throughout this smaller-than-average, rural school. Relationships are warm, trusting and rooted in genuine care. Staff greet pupils personally each morning and ensure that they feel noticed and valued. Pupils are safe in school. Mixed ‑ age classes help pupils build connections across year groups, creating a close and supportive community that often extends beyond the school day. The school’s vision shapes pupils’ interactions consistently. Pupils act with kindness and state clearly that bullying does not happen here. Most pupils are rarely absent from school.

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What it's like to be a pupil at this school

Parents and carers strongly support the school and speak positively about the guidance staff provide and the progress their children make. Pupils benefit from high expectations that leaders embed across all areas of the school’s work. Leaders make deliberate and well ‑ informed decisions about what teachers teach and how they teach it. As a result, the curriculum continues to evolve, and pupils enjoy their learning, remain engaged in lessons and achieve well. Staff reflect regularly on their practice and endeavour to ensure they get things right for every child.

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What it's like to be a pupil at this school

Pupils’ needs are generally met through carefully planned support and small, thoughtful adaptations within classrooms. Pupils approach their work positively and respond well to the support they receive, enabling them to take part fully in lessons. Social times are harmonious. Pupils play happily together across year groups and show respect and care for one another. They understand what is expected of them and rise to these expectations, enjoying opportunities to collaborate and succeed together.

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What it's like to be a pupil at this school

Pupils also enjoy a wide range of opportunities designed to broaden their experiences beyond the classroom. They speak proudly about representing the school at sporting events and enthusiastically take part in local community activities, such as planting trees in the Duloe Stone Circle. These experiences help pupils develop confidence, responsibility and a strong sense of belonging.

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Next steps

• Leaders should ensure that staff in early years strengthen children's communication and language skills by maximising opportunities to engage them in high-quality interactions. • Leaders should ensure that the progress of pupils with emerging or changing special educational needs and/or disabilities, or who have other barriers to their learning, is systematically monitored so that their needs are accurately identified and addressed effectively and that any barriers to learning are reduced or removed.

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About this inspection

This school is part of Bridge Schools 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), Adrian Massey, and overseen by a board of trustees, chaired by Maria Ashurst.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the head of school, the assistant headteacher and other school leaders. They spoke with the deputy CEO of the trust, the CEO, the chair of governors, the director of education for the diocese, teachers, teaching assistants, administrative staff, pupils and parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character.

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About this inspection

The school does not make use of alternative provision.

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About this inspection

All teaching staff have changed since the previous inspection.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 63% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 73% 74% Close to average

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average

2022/23 (final) 75% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 16.0% 14.6% Close to average

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national average

2022/23 (3 term) 13.2% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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