Tregolls Academy

Tregolls Academy

Address: Chellew Road, Truro, Cornwall, TR1 1LH Unique reference number (URN): 138671

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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 Expected standard

Historically, pupils’ attendance has been below the national average, and too many pupils have been persistently absent. Leaders have addressed this with rigour. They set clear expectations for parents and carers, and work in strong partnership with families to improve pupils’ attendance. Leaders analyse trends and patterns closely and respond quickly when concerns arise. They work directly with families and involve external agencies when pupils need additional support to overcome barriers to attending school. These actions have had a highly positive impact to ensure that attendance is now at least in line with the national average, including for disadvantaged pupils and pupils with special educational needs and/or disabilities.

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Attendance and behaviour Expected standard

Leaders have taken great strides since the previous inspection to improve pupils’ behaviour and the culture across the school. They have established a calm, orderly environment through a clear approach to managing behaviour. Staff generally apply this well, resulting in pupils typically showing positive attitudes to their learning. They interact respectfully with each other and know that if they share any friendship concerns, this will be dealt with. Incidents of bullying or discriminatory behaviour are dealt with quickly and effectively. Pupils understand the school routines, such as when to stop and listen when the teacher asks. Leaders have ensured that pupils who may struggle to manage their behaviour receive the support they need to be successful. As a result, suspensions have reduced over time.

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Personal development and wellbeing Expected standard

Leaders ensure pupils benefit from a well-considered personal development offer. Teachers use the personal, social, health and education curriculum to teach pupils how to look after themselves, including when online. Older pupils talk confidently about concepts such as ‘personal bubbles’ when explaining consent. Pupils generally understand the importance of respectful relationships, drawing securely on their knowledge of aspects of identity that are protected by law, such as gender and race. Staff give pupils regular opportunities to explore their beliefs and to respect the views of others, which prepares them well for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils take part in a wide range of enrichment activities in music, sport and the arts. Through work with a local arts centre, pupils watch performances and learn from specialists, which helps them develop their interests, talents and confidence.

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Personal development and wellbeing Expected standard

Pupils value the leadership roles they hold. They experience democracy directly through elections to these positions, and the pupil parliament meets regularly to influence aspects of school life, including trips and awards.

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Personal development and wellbeing Expected standard

Leaders track participation closely to ensure all pupils access the full offer, including disadvantaged pupils. They remove barriers where needed, for example by providing lunchtime clubs for pupils who rely on taxis. The school's curiosity, aspiration, resilience and excellence curriculum, known in school as CARE, further develops responsibility and aspiration through structured activities such as gardening and first aid training. The Year 6

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Needs attention

careers fair broadens pupils’ understanding of future possibilities and aspirations, introducing pupils to careers such as in the NHS and armed forces.

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Needs attention

The school prioritises the pastoral support in place for pupils and families. Staff teach pupils how to look after their mental health and receive training that helps them support pupils who experience anxiety.

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Achievement Needs attention

Too many pupils, including those who are disadvantaged, are not ready for their next stage of education. They do not secure the essential knowledge they need in reading, writing and mathematics to be well prepared for future learning. Weaknesses in curriculum teaching over time have contributed to this. As leaders improve the quality of teaching, published outcomes are beginning to improve. For example, pupils are now developing their mathematical fluency more securely. Pupils show confidence and gain better success in arithmetic. This is reflected in the published outcomes of the multiplication tables check in 2025 that are above the national average.

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Achievement Needs attention

Leaders have started to tackle weaknesses in pupils’ writing through the launch of a new writing curriculum. Pupils are beginning to show greater accuracy and fluency in handwriting, spelling, grammar and punctuation. This is having an impact on how well pupils write across the curriculum. However, it is early days and some pupils do not receive the support they need to write well.

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Curriculum and teaching Needs attention

There is too much variability in the quality of teaching. Some teachers do not spot gaps in pupils’ knowledge quickly enough, and some pupils continue to embed misconceptions or make repeated errors in their written work. This includes in pupils' foundational knowledge in handwriting, spelling and number formation. As a result, pupils do not benefit from adaptations to the curriculum that build on what they know and can do. This includes pupils with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

Leaders coach staff routinely alongside regular training to promote greater consistency in teaching. This gives leaders an accurate understanding of the strengths and weaknesses across the school. Their work is making a difference to how well pupils are learning, including in phonics, where staff now teach this typically well.

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Curriculum and teaching Needs attention

Leaders have established a broad, balanced and ambitious curriculum that sets out clearly what staff should teach and when, across subjects. A more settled teaching team allows leaders to strengthen the teaching of the curriculum by developing staff’s subject knowledge and expertise, including through the shared approach of the ‘Tregolls Top Ten’. For example, teachers help pupils revisit prior learning regularly so that pupils remember important knowledge over time.

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Early years Needs attention

Weaknesses in the teaching of the curriculum have resulted in too many pupils leaving early years without the knowledge and skills they need for key stage 1. Leaders, including trust leaders, have improved both the environment and curriculum, including to support the expansion of the nursery to include 2-year-olds. This work is already having an impact. For example, staff regularly revisit identified books and rhymes to help children develop their communication and language and widen their vocabulary. However, it is early days. Staff do not yet help children to build a deep enough understanding across the areas of learning. They do not give children enough time to practise and apply new learning. Adult interactions with children do not consistently help children to build securely on what they already know and remember.

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Early years Needs attention

Children develop warm, trusting relationships with staff, which helps them feel safe and well cared for. Staff form close working partnerships with parents and carers, to help children settle well, including the 2-year-olds. Staff prioritise reading and create regular opportunities for children to enjoy stories together, including sharing books during snack time. Children in Reception Year are given the support they need to learn to read well. They are given time to practise the new sounds they know through reading books that help to embed their understanding.

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Inclusion Needs attention

Support for pupils with special educational needs and/or disabilities (SEND) varies too much across the school. Leaders have acted swiftly since the previous inspection to address historical gaps in identifying pupils who need additional help. As a result, more pupils now receive the support they need to access the curriculum more effectively. Leaders have strengthened the support in classrooms so that staff reduce barriers to learning for many pupils. The school works closely with other professionals and ensures that staff receive training that helps them meet pupils’ specific needs. This work is embedding across the school, but for some pupils this is at an earlier stage. Some staff do not consistently identify and respond to the needs of pupils with SEND early enough. When this happens, teachers do not adapt the curriculum with enough precision to ensure that pupils make the progress they should.

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Inclusion Needs attention

Some pupils with SEND benefit from sharply focused and well-planned support, including pupils in the special educational needs unit. Staff identify these pupils’ needs quickly and leaders maintain effective oversight of how well they learn. Staff understand pupils’ individual needs and use consistent approaches, such as visuals and signing, to help pupils communicate effectively, including those who are non verbal.

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Inclusion Needs attention

Leaders have developed a well-considered approach to the use of additional funding for disadvantaged pupils. This work has begun to raise outcomes for disadvantaged pupils, but it remains at an early stage.

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Leadership and governance Needs attention

The relatively new leadership team recognises that variability in teaching limits the school’s improvement journey. This results in pupils’ experiences differing between classes and subjects. Leaders know that the expertise of some staff is underdeveloped. This impacts how quickly leaders’ expectations are embedded across the school. Not all staff have high enough expectations of what pupils can achieve, including those pupils who are disadvantaged.

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Leadership and governance Needs attention

Leaders understand the school's context, strengths and priorities. Leaders have taken decisive action to improve many aspects of the school, especially in the improvement of pupils’ behaviour and attitudes. As a result, the school is calm and pupils’ learning is rarely disrupted.

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Leadership and governance Needs attention

Staff are positive about the school’s direction, valuing the support leaders provide, including in relation to their workload and wellbeing. They appreciate the training they receive to develop their subject knowledge, such as from the mathematics hub.

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Leadership and governance Needs attention

Those responsible for governance have an accurate understanding of the school. They use this to ensure the school benefits from the right support and resources at the right time, both internally and externally. They carry out their statutory duties effectively and hold leaders to account for driving improvement.

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Leadership and governance Needs attention

Parents and carers are supportive of the school. They trust leaders to deal with any concerns they may have. They praise the improvements of the school and hold staff and leaders in high regard for the impact of their work so far.

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

Pupils are proud to attend this improving and welcoming school. They develop warm relationships with staff and feel included in all aspects of school life.

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

Historically, pupils did not learn the curriculum well and many pupils were impacted by the poor behaviour of others. In addition, pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils progressed weakly through the curriculum. However, leaders have made many improvements to the school. The behaviour of pupils has much improved. The curriculum now clearly outlines what pupils need to learn and staff’s expectations of what pupils can achieve have risen. As a result, pupils are beginning to remember their learning better and are making links with what they have learned before. Nevertheless, this work is at an early stage so some impact is yet to be fully realised. As a result, too many pupils are not well prepared for secondary school, including those who are disadvantaged.

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

Pupils generally feel safe and know that adults will help them if they share concerns, such as concerns about bullying and unkindness. Leaders resolve these quickly once reported. Pupils play well together during social times. They help each other without being asked, such as children in the early years passing trays to each other in the lunch queue. Routines are well established across the school. This includes in the special educational needs unit for pupils with SEND, where songs and rhymes are used to let pupils know that an activity is ending. This helps pupils to feel secure in their environment.

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

The school provides a wide range of trips and experiences to enhance the curriculum and prepare pupils for life in modern Britain. Older pupils attend an annual residential to London to provide a rich, cultural experience. This helps to support pupils’ independence and resilience and their understanding of the significance of historic landmarks, such as the Tower of London.

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Next steps

Leaders should ensure that staff develop the expertise needed to teach the curriculum consistently well, securing high expectations for all pupils, particularly for those who are disadvantaged. Leaders should monitor this with sufficient rigour to ensure that intended improvements are fully implemented and embedded across the school’s work. Leaders should ensure that staff develop their expertise in adapting the curriculum for pupils with special educational needs and/or disabilities, so that work is better matched to what pupils know and can do. Leaders should ensure that teachers check carefully how well pupils are learning and understanding the curriculum and use this information to address misconceptions as they arise so that pupils build their knowledge securely across subjects. Leaders should ensure that staff in the early years develop their knowledge of the curriculum alongside strengthening their teaching expertise so that children benefit from

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Next steps

precise, high-quality adult interactions that deepen their understanding across all areas of learning. Leaders should continue to embed the writing curriculum so that all pupils, particularly those at the early stages of learning to write, develop fluency and accuracy in their written work. They should ensure misconceptions are swiftly addressed so that pupils are supported to write well across the curriculum.

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About this inspection

This school is part of Aspire 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), Rachel Warwick, and overseen by a board of trustees, chaired by Penny Shilston.

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About this inspection

Inspectors carried out this inspection under section 8 of the Education Act 2005. We decided to treat the inspection as a full inspection under section 5 of the same Act.

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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

Inspection activities: Inspectors spoke with the headteacher, other senior leaders and school staff. The lead

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Team inspectors:

Tracy Hannon, Ofsted Inspector Jonathan Gower, Ofsted Inspector

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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?

inspector met with the chair of the trust board and trust leaders, including the CEO. Inspectors considered responses to the online survey, Ofsted Parent View, including free- text comments. Inspectors also considered responses to Ofsted’s staff survey. There were no responses to Ofsted’s pupil survey.

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What does this mean?

In accordance with section 13(4) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that the school no longer requires special measures.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The headteacher joined the school in January 2024.

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What does this mean?

There is a local authority enhanced special educational needs and/or disabilities area resource base on the site of the school. It is attended by 10 pupils with severe and/or complex learning difficulties.

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What does this mean?

The school takes children from 2 years old in its nursery provision under the same registration.

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What does this mean?

The school currently uses 2 registered and one unregistered alternative provisions.

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What does this mean?

Headteacher: Luke Rees 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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average

2023/24 (final) 70% 73% Close to average

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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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average

2024/25 (revised) 39% 47% Close to average

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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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national average

2023/24 (final) 63% 62% Close to average

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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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average

2024/25 (revised) 50% 59% Close to average

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average

2022/23 (final) 48% 58% Close to average

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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

2023/24 (final) 56% 59% Close to average

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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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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) 5.3% 5.2% 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

2024/25 (2 term) 16.4% 13.3% 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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