Pensilva Primary School

Pensilva Primary School

Address: School Road, Pensilva, Liskeard, Cornwall, PL14 5PG Unique reference number (URN): 111963

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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

Pupils typically attend at rates well above the national average. Leaders know families very well and offer pupils and families timely and impactful support. Pupils who are disadvantaged or with special educational needs and/or disabilities attend well. Leaders use personalised strategies, and this has improved attendance and punctuality further. Governors check attendance closely to make sure pupils continue to attend well.

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Attendance and behaviour Strong standard

Pupils behave very well. They listen carefully and treat others with respect. In lessons, they stay focused and apply themselves. Around school, pupils move sensibly and show good manners. Staff expect pupils to behave well and model for them how they should act. At playtimes, pupils play kindly, include others and demonstrate their independence. They enjoy school and feel proud to be part of it. Pupils’ positive attitudes play a strong part in the culture and ethos of the school.

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Attendance and behaviour Strong standard

Leaders have secured positive behaviour over time by building strong relationships with pupils, their families and training staff well. Behaviour incidents have reduced over time. Pupils who struggle with their emotions get the right help to stay calm and take part. Bullying, discrimination or harassment hardly ever happen, but if they do, staff deal with issues quickly and properly.

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Curriculum and teaching Expected standard

Pupils experience a clear and well ‑ organised curriculum. Knowledge is logically sequenced. Pupils remember their learning and can explain it with growing confidence and understanding. Teachers use personalised approaches to support pupils’ learning. As a result, pupils with special educational needs and/or disabilities build their knowledge well. Pupils typically make steady progress through the curriculum across a range of different subjects.

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Curriculum and teaching Expected standard

Classrooms are calm, purposeful places of learning. Clear routines help pupils know what to expect. In key stage 1, teachers help pupils learn new vocabulary, practise speaking and develop early writing skills. In mathematics, teachers explain key words clearly and help pupils fix mistakes quickly. High-quality training strengthens teachers’ practice, especially in phonics (letters and the sounds they represent). They quickly check learning and spot who needs extra help. Staff address misconceptions each day so pupils can keep up.

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Curriculum and teaching Expected standard

Across the school, pupils do not consistently benefit from opportunities to practise their writing skills in other subjects. This includes opportunities to apply what they have learned in English lessons about spelling, punctuation and grammar. Some pupils who are ready to deepen the sophistication of their writing do not routinely receive guidance that enables them to do so. Leaders have identified this and have put in place strategies to further improve the teaching of writing across the curriculum.

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Early years Expected standard

Children make a successful start in early years. Staff deliver the curriculum carefully, so children learn new words, early reading and mathematics skills. They choose themes and story-based activities that help children build vocabulary and understand ideas. The thoughtfully designed activities in the setting help children to make links between different themes in the curriculum, such as role play at the vets, which supports learning about familiar animals. Pupils enjoy using their knowledge of sounds that letters make when reading together.

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Early years Expected standard

Staff talk with children often, model good language and encourage them to think for themselves. Children enjoy activities like writing, building, painting and storytelling. They practise their pencil and painting control using paintings by famous artists. Staff check children’s learning closely and help them fix mistakes straight away, especially in phonics, writing and number work.

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Early years Expected standard

Children behave well and follow routines. They choose resources sensibly, work with others and stay focused on their tasks. Those who start school with lower confidence levels get much support to catch up with their classmates.

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Early years Expected standard

Leaders spot additional needs early. Children with communication, social or emotional needs get the right support quickly. Staff work closely with families to help these children feel secure. Early transition arrangements help children settle quickly. The learning environment is calm, organised and full of chances to explore and play.

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Inclusion Expected standard

Leaders identify pupils’ needs promptly. They communicate well with families, check how pupils are getting on and provide any extra help a pupil might need. Staff know their pupils well and work with other agencies to support them. Their joined-up approach helps pupils who face barriers come to school regularly, feel safe and engage in learning successfully.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) enjoy everything that the school has to offer, from lessons to clubs, alongside their friends. Training has built staff expertise in using approaches that help pupils to overcome barriers to their learning. For example, staff provide help with speech and language to ensure pupils can access the curriculum. Most teachers use a range of strategies well. On occasion, there are inconsistencies, such as the effectiveness with which teachers ensure pupils write numbers accurately. A small number of pupils with SEND in key stage 2 have gaps in their knowledge.

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Inclusion Expected standard

Leaders carefully check what difference their actions are making for pupils and adjust support, if necessary. They work closely with outside agencies and collaborate with other schools to share best practice. Leaders use additional funding to ensure that disadvantaged pupils benefit from the school's teaching and wider offer.

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Leadership and governance Expected standard

Leaders have made the school a friendly and safe place where everyone works together to help pupils learn. The school culture and clear expectations promote a shared commitment to pupils’ wellbeing and learning. They know what the school does well and what still needs improving. Since the last inspection, leaders' focus on school culture, behaviour, inclusion and developing the curriculum has brought about improvements. Staff do their best for the pupils. They feel supported and say that leaders help with their workload and wellbeing. Parents and carers know that the school has improved and recognise that leaders act in the best interests of pupils.

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Leadership and governance Expected standard

Leaders know parents well and work closely with other agencies and external experts to help those pupils who need extra support. Leaders have high expectations for all and are open to ideas from their external partners about how to improve practice. Leaders have improved curriculum planning and staff training. Staff now use research-informed strategies, and this has improved their teaching.

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Leadership and governance Expected standard

Governors check the school’s work carefully. They keep a close eye on attendance, behaviour, achievement and inclusion. They work closely with the school, ask questions and look at evidence so they can make sure pupils are safe and learning effectively.

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Leadership and governance Expected standard

Leaders know that they need to improve outcomes in writing and mathematics in key stage 2 and to ensure that pupils receive sufficient opportunities to deepen their learning. They have set out clear improvement plans, and their work with the local authority is helping to drive progress.

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Personal development and wellbeing Expected standard

Pupils develop strong character and understand the school’s values well. The ‘Pensilva POWERS’ of partnership, openness, wonder, exploration and resilience help pupils reflect on their behaviour and how they treat others. In assemblies, pupils learn about democracy, fairness and making good choices. Pupils use these ideas in everyday situations. They show teamwork, pride and respect. They are kind and responsible.

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Personal development and wellbeing Expected standard

The personal development curriculum provides opportunities to learn about different cultures, beliefs and world events. Pupils study topics such as Ramadan, equality and looking after the planet. They learn about people who may be different from themselves through stories, visiting speakers and carefully planned activities. These activities help them to challenge stereotypes and show respect.

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Personal development and wellbeing Expected standard

Pupils feel safe, their views are valued and they are listened to. They know how to seek help and can explain clearly how adults support them. Staff provide sensitive support to pupils who need extra care. This helps all engage confidently in school life. The curriculum is sequenced coherently so pupils learn about healthy friendships, looking after their mental health and understanding risks.

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Needs attention

Pupils take part enthusiastically in a range of clubs, trips, residentials and creative activities. Leaders make sure everyone can join in, including disadvantaged pupils who might otherwise miss out. They track the take-up of activities carefully and adapt the offer based on pupils’ interests and feedback. Pupils take on jobs like librarians, sports leaders and house captains, which help them learn responsibility.

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Needs attention

Teachers use real-life examples to help pupils think about future jobs and build early aspirations. Whole ‑ school projects help pupils understand how learning connects to their community and to wider global issues. Pupils know how their actions make a difference and understand the value of contributing positively to their environment.

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Achievement Needs attention

Over time, not enough pupils have reached the expected standards in reading, writing and mathematics. Pupils' achievements in end of key stage 2 tests and assessments in writing and mathematics remain lower than the national average. Although pupils' achievement remains weaker than other aspects of the school’s work, it has recently improved.

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Achievement Needs attention

Younger pupils and children in early years learn the sounds that letters make in structured phonics sessions. They learn to read well. Pupils progress well through the curriculum in most subjects. For example, during the ‘plastic pollution’ project, pupils use graphs in mathematics, maps in geography and environmentally friendly ideas from science to build a full picture of the issue. Pupils connect their learning across the curriculum.

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Achievement Needs attention

However, pupils’ ability to tackle unfamiliar problems in mathematics is not secure, which restricts their overall achievement. Furthermore, for a few pupils in key stage 2, gaps in their writing skills and knowledge of the curriculum remain.

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

Pensilva is a happy, thriving and improving school. Leaders' focus on the school’s core values of ‘to live, to love and to learn’ shows positively in everything they do, including the curriculum, teaching, culture and ethos of the school. Pupils feel safe because adults listen to them and help when they have worries. Staff are kind and use clear routines that help pupils feel calm and settled. Therefore, pupils enjoy coming to school and love the activities planned for them.

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

Pupils behave well in lessons and around the school. They stay focused, try hard with their work and help each other. At playtimes, they play fairly, show respect and sort out small problems on their own. As a result, bullying is rare. They act maturely, with kindness, and are proud of their school.

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

Pupils attend well. The school provides support for those who need extra help to maintain regular attendance. Pupils and their parents and carers know it is important to be in school every day, on time and ready to learn.

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

Pupils benefit from opportunities to learn about the wider world, such as global sustainability issues, including when hearing from visiting speakers. Pupils remember what they have studied, for example following educational visits such as to a local historical jail to bring their learning about crime and punishment to life. They develop an understanding of local and international context and, as such, are prepared for life in modern Britain. Pupils debate challenging topics, such as apartheid, and learn about the impact of Nelson Mandela, as well as learning about local Cornish mining heritage.

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

Pupils' achievements in end of key stage 2 tests and assessments in writing and mathematics remain lower than the national average. A few older pupils need to catch up with their learning in writing and mathematics. Staff give extra help to pupils who find learning difficult by checking their understanding closely in each lesson. These pupils overcome the hurdles they face by joining in fully in all lessons and school events.

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Next steps

Leaders should continue to raise achievement for all pupils and strengthen pupils’ number knowledge so that they can tackle unfamiliar mathematical problems. Leaders should ensure that teachers consider carefully pupils' prior knowledge when planning activities so that learning builds effectively on what pupils already know and can do. Leaders should ensure that pupils benefit from meaningful opportunities to produce extended pieces of writing across the curriculum, including by applying their knowledge of grammar, spelling and punctuation to their writing.

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About this inspection

The chair of the board of governors of this school is Alex Putna.

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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 governors, including the chair of governors, the headteacher, senior leaders, the special educational needs and disabilities coordinator, staff and a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision.

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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?

National average: 300 Headteacher: Michael Davies

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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

2024/25 (revised) 71% 75% Close to average

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average

2022/23 (final) 79% 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

2022/23 (final) 68% 71% 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

2022/23 (final) 74% 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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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

2022/23 (3 term) 5.8% 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

2022/23 (3 term) 19.8% 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

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

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