Sennen Community Primary Academy

Sennen Community Primary Academy

Address: Sennen, Penzance, Cornwall, TR19 7AW Unique reference number (URN): 144894

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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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Achievement Expected standard

Pupils typically achieve well. They generally gain the knowledge and skills they need across the curriculum. For example, older pupils talk confidently about different historical periods and younger pupils use scientific vocabulary accurately. Pupils make a positive start in early reading, reflected in the high outcomes in the Year 1 phonics screening check.

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Achievement Expected standard

Over time, most pupils reach the expected standard in end of key stage 2 national tests, meaning they are well prepared for secondary school. Disadvantaged pupils achieve broadly in line with disadvantaged pupils nationally. While there was a slight dip overall in pupils' achievement in mathematics in 2025, leaders acted quickly to address this. Pupils' high achievement in the Year 4 multiplication tables check reflects the school's work to ensure they secure important number facts. However, too few pupils reach the higher standard in national tests, reflecting a need for teachers to deepen pupils' learning. This is particularly the case in writing.

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Attendance and behaviour Expected standard

Leaders know that some pupils' attendance has not been high enough. They have improved the systems used to monitor and support attendance. As a result, attendance is now in line with national averages. There has been a clear reduction in the number of pupils with high levels of absence, and leaders continue to work closely with the small number of families where absence remains a concern. Leaders check patterns of attendance carefully so they can intervene quickly, drawing on support from the trust when necessary. They then review whether attendance improves and escalate their actions if necessary.

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Attendance and behaviour Expected standard

Leaders have revised the school's behaviour systems so that staff and pupils understand them well. Pupils' behaviour across the school is positive and pupils respond well to demonstrating 'green behaviours'. Classrooms are calm and purposeful spaces where pupils conduct themselves with maturity and respect. They show enthusiasm and curiosity for their learning. At social times, pupils of all ages play happily together. Bullying is not tolerated and when concerns arise, leaders act quickly and effectively. Pupils are kind and compassionate towards one another. The use of derogatory language is very rare.

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Curriculum and teaching Expected standard

Teaching in the school is effective because leaders know where it is working well and where further improvement is needed. They check the quality of teaching regularly and act quickly when changes are required. For example, the increased focus on pupils' handwriting has led to more pupils forming letters accurately and writing fluently. Pupils who have not yet secured basic skills in English and mathematics receive precise support to help them catch up. Staff ensure that pupils' language, both spoken and written, develops well. Pupils talk confidently about their learning, using subject-specific vocabulary accurately.

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Curriculum and teaching Expected standard

Leaders have revised the curriculum to ensure it remains broad, balanced and ambitious. It helps staff to understand what to teach and when so pupils learn new content in a logical order. Working with the trust, leaders provide regular training to help staff develop the expertise needed to teach the curriculum well. This supports teachers to adapt learning appropriately for pupils, including those with special education needs and/or disabilities. Occasionally, adaptations for pupils with SEND are not as impactful as they could be and the tasks provided do not deepen pupils' thinking as much as they could. This is particularly the case for pupils who have already grasped key learning.

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Early years Expected standard

The school's recent expansion of the early years to include a nursery has been successful. Staff show high levels of care and attention to help new children settle quickly. Leaders have redesigned the curriculum so that it builds well from the Nursery Year, starting with the three- year-olds, into the Reception Year. Knowledgeable staff have the expertise needed to teach the wider age range effectively. Staff engage in high-quality interactions with children to develop their communication and language skills, helping them become articulate and confident learners.

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Early years Expected standard

The school prioritises reading from the start. Younger children learn familiar rhymes and songs and enjoy sharing books with staff. In the Reception Year, teachers deliver phonics well and use consistent routines to help children learn to read. Children recall and apply the sounds they know with increasing confidence.

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Early years Expected standard

Across the provision, the activities provided match children' starting points well, including during independent tasks. Staff expectations for children's pencil grip and accurate letter formation have been raised this year. As a result, more children now have the age- appropriate skills and knowledge they need for writing. By the end of the early years, most children are well prepared for Year 1.

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Inclusion Expected standard

The school fosters an inclusive culture for pupils with special educational needs and/or disabilities (SEND) while maintaining high expectations for their learning. Staff identify pupils' needs quickly. With the recent opening of the nursery, leaders have ensured that the same effective systems are in place so that the youngest children benefit from early checking of their needs. Leaders make sure that pupils' learning plans set out clearly the support each pupil needs. They use external expertise when needed to ensure that provision matches pupils' needs well. Leaders check carefully whether support is having the intended impact and adjust it when necessary. They work closely with families so that their views are heard throughout.

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Inclusion Expected standard

Leaders provide regular, high-quality training for staff across the full range of SEND and other barriers to learning. This helps most teachers to make suitable adaptations so that pupils can learn successfully alongside their peers. Occasionally, these adaptations are not implemented as well for a small number of pupils. Leaders use additional funding for disadvantaged pupils effectively in order to overcome barriers to learning. For example, leaders' actions to improve attendance for these pupils have begun to bear fruit.

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Leadership and governance Expected standard

Leaders have moved the school forward after a difficult period between changes of leadership. They have taken time to build positive relationships with parents and carers, easing any worries and explaining the school's direction. As a result, parents hold very positive views about the school.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and the areas that require further development. They act from a clear commitment to putting pupils' interests first. When weaknesses emerge, leaders respond quickly and make necessary, and sometimes difficult, decisions. They review their work regularly and look for ways to improve all aspects of the school. Leaders recognise that further work is needed to secure greater consistency in teaching. They have already made progress through well-focused training and coaching for staff. Leaders have ensured that the new nursery is fully integrated into the school and that it has enriched the quality of early years provision.

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Leadership and governance Expected standard

Leaders have a productive partnership with the trust and local monitoring committee. The trust provides effective support in areas such as attendance to help the school secure improvements. The local monitoring committee carries out regular checks on the school's work, helping members of the committee to maintain a clear view of its performance.

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Leadership and governance Expected standard

Leaders consider staff workload carefully when making changes. They communicate clearly and work thoughtfully with staff so that decisions affecting wellbeing are considered with care. Staff are proud to work at the school.

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Personal development and wellbeing Expected standard

The school provides a well-structured and purposeful personal development programme that reflects its context. For example, leaders place particular emphasis on water safety because of the school's coastal location. Staff ensure that the personal, social and health education curriculum is implemented well. This helps pupils understand themselves and the world around them. Pupils learn about changes to their bodies at an age-appropriate level. They have a secure understanding of online safety, positive friendships and the difference between appropriate and inappropriate relationships. Through assemblies, pupils develop empathy, respect and the ability to reflect thoughtfully on people's experiences and perspectives.

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Personal development and wellbeing Expected standard

Leaders have recently increased the range of opportunities for pupils to contribute to school life through roles such as house captains and sports leaders. These responsibilities help pupils develop confidence, leadership and a sense of belonging to the school community. Leaders promote cultural diversity through the curriculum, although they recognise that more work is needed to strengthen this further. Pupils' understanding of different faiths and cultures is less well developed, although they are remain respectful and curious about others' experiences. Pupils can explain the school's values clearly. Through regular revisiting, they can describe fundamental British values such as democracy and the rule of law, and give relevant examples of how these apply in everyday school life. Leaders check how well disadvantaged pupils benefit from the school's personal development offer and remove barriers so that all pupils can take part fully.

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Personal development and wellbeing Expected standard

Leaders provide carefully targeted pastoral support for pupils. This supports their mental health and helps them to be ready to learn. Leaders ensure that pupils in Year 6 receive clear and timely information about the move to secondary school, helping them feel prepared and confident for the next stage of their education.

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

Pupils receive a joyful education at this school. From the moment they join in the early years to when they leave at the end of Year 6, they build safe, trusting and caring relationships with their peers and staff. Pupils talk confidently about the importance of living out the school's values of being 'ready, respectful and responsible'. They show these values through their positive behaviour in lessons and at social times. Bullying is not an issue and is resolved swiftly by staff if it arises. Pupils take great pride in their school, reflected in their recently improved attendance.

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

Pupils generally learn well across the curriculum. Leaders have raised expectations of what pupils can achieve so that they learn even more. By the end of key stage 2, most pupils reach the expected standards in English and mathematics. Pupils with special educational needs and/or disabilities (SEND) generally receive the support they need to help them become successful and confident learners.

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

Sennen is a school for all pupils. Disadvantaged pupils and those with SEND take part fully in school life. They join their peers in a range of clubs designed to spark interests, such as cooking, chess and drama. Pupils help to shape the range of clubs on offer and often take an active role in leading them. This reflects the prominent presence of pupil voice across the school. Pupils develop a love of the arts through performances at a local outdoor theatre. Trips beyond Sennen, including visits to London, broaden pupils' horizons and help prepare them for life in modern Britain. Leaders recognise that further work is needed to deepen pupils' understanding of cultural diversity, although pupils do develop an understanding of their local heritage through the curriculum and workshops.

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Next steps

Leaders should sustain the upward trend in pupils' attendance by embedding the school's systems and continuing to work with families where pupils' absence remains a concern. Leaders should support staff to refine task design and adaptations so that pupils, including those with special educational needs and/or disabilities, can develop their

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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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School and pupil context

knowledge more securely and more pupils achieve high standards at the end of key stage 2.

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About this inspection

This school is part of Truro and Penwith 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), Jennifer Blunden, and overseen by a board of trustees, chaired by Anita Firth.

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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 headteacher, senior leaders, the chief executive officer (CEO), deputy CEO and the chair of the trust during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up her post in February 2025.

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About this inspection

The school opened a nursery provision for three- and four-year-olds in September 2025.

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About this inspection

The school does not make use of any alternative provision.

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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. National average: 3.5%

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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

2024/25 (revised) 59% 62% Close to average

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national average

2023/24 (final) 60% 61% Close to average

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national average

2022/23 (final) 64% 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

2024/25 (revised) 76% 75% Close to average

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average

2023/24 (final) 80% 74% Close to average

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average

2022/23 (final) 71% 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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average

2024/25 (revised) 71% 72% Close to average

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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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average

2022/23 (final) 79% 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

2022/23 (final) 33% 44% 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

2022/23 (final) 50% 60% 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

2022/23 (final) 50% 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

2022/23 (final) 50% 59% Close to average

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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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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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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

2022/23 (3 term) 5.6% 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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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. 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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