Schools & FE · Report card

Nansloe Academy

Inspected 24 Mar 2026 · URN 137616

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Richard Light (lead), Marcus West, Sarah Jane Tustain

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
24 Mar 2026
Inspectors verified
Marcus West, Richard Light, Sarah Jane Tustain
Postcode verified
TR13 8JF
Name on report verified
Nansloe Academy
Safeguarding verified
Met
URN verified
137616

Page 1 of 16

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsStrong
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+82Very positivemore positive than 70% of reports of this type

In line with other reports of this type.

Praisestrongvery wellenjoyfeel safepositiveimprovedproudhigh expectations

Criticismconcernsnot consistentlynot effectivelynot secure

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1340w+84
Leadership249w+77
Safeguarding51w−11
What needs to improve83w0

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

No strong criticism found.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,715; about usual (typical 1698)
Reading level: Hard; Flesch 49, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 44%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 43%

Full report text

Nansloe Academy

Address: Bulwark Road, Helston, Cornwall, TR13 8JF Unique reference number (URN): 137616

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Early years Strong standard

Children make a very successful start in early years. Staff deliver the curriculum carefully, so children learn new words and early reading and mathematics skills. They choose themes and story-based activities that help children build vocabulary and understand ideas. Thoughtfully designed activities in the Nursery Year help children to make early links with their learning, such as role play at the vets, which supports understanding about familiar animals. Pupils enjoy using their knowledge of sounds that letters make when reading together. They choose resources sensibly, work with others and stay focused on their tasks.

p.2

Early years Strong standard

Staff talk with children often. They model using language precisely and expand children’s early vocabulary very effectively. Children enjoy activities such as writing, building, painting and storytelling. They consolidate their pencil and painting control when creating pictures using well-known texts such as 'The Very Hungry Caterpillar'. Staff check children’s learning across the curriculum closely and help them fix mistakes.

p.2

Early years Strong standard

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

p.2

Personal development and wellbeing Strong standard

Pupils develop strong character and understand the school’s values very well. The Nansloe values 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 effortlessly in everyday situations. They show teamwork, pride and respect. They are kind and responsible.

p.2

Personal development and wellbeing Strong standard

The personal development curriculum provides rich opportunities to learn about different cultures, beliefs and world events. Pupils study places such as Benin and Lesotho in geography. They learn in detail about people who live there and how they may be different from themselves through carefully planned activities. These activities help them to challenge stereotypes and show respect. The curriculum is organised to help pupils understand how learning connects to the subjects taught. Pupils apply their knowledge of the justice system when learning about crime and punishment in Anglo-Saxon times or the Victorian era.

p.2

Personal development and wellbeing Strong 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 and looking after their mental health. They understand the risks they might face in daily activities, including online.

p.2

Personal development and wellbeing Strong standard

Pupils take part enthusiastically in a range of clubs, trips, residential visits 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 such as librarians, sports

p.2

Expected standard

leaders and house captains, which helps them learn responsibility. Teachers use real-life examples to help pupils think about future jobs and build early aspirations.

p.3

Achievement Expected standard

Over time, pupils typically reach the expected standards in reading, writing and mathematics. Pupils’ achievements in end of key stage 2 tests and assessments are broadly in line with the national average. Disadvantaged pupils’ attainment is in line with their peers nationally. Pupils perform well in the Year 4 mathematics times tables check and Year 1 phonics screening check.

p.3

Achievement Expected standard

Pupils’ current work across a range of subjects is typically at the expected standard. They progress securely across a range of subjects. Many enjoy learning new words and phrases when learning about animal habitats in science or the impact of seasonal changes on plants and trees. They learn subject-specific skills and use these when conducting fieldwork in geography or investigations in science.

p.3

Achievement Expected standard

Visual adaptations support pupils with special educational needs and/or disabilities to make progress in their learning. Consequently, pupils are well prepared for their next stage of education.

p.3

Attendance and behaviour Expected standard

The school's warm, welcoming and inclusive culture means pupils want, and do, come to school regularly. Consequently, their attendance has improved. Pupils typically attend at rates in line with 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 celebrate good attendance in weekly assemblies and through reward systems. They use personalised strategies to improve attendance and punctuality further. For example, they support the many service children to manage transitions and attend as much as possible.

p.3

Attendance and behaviour Expected standard

Pupils usually behave well. They listen carefully and treat others with respect, so bullying is very rare. In lessons, they stay focused and apply themselves. Around school, pupils normally move sensibly and show good manners. Just occasionally when going out to play or at lunchtimes a few pupils are over eager and rush. Staff expect pupils to behave well and model for them how they should act. They promote a positive behaviour policy and follow up thoroughly on any issues. Pupils enjoy school and feel proud to be part of it. Their positive, mature attitudes play a strong part in the culture and ethos of the school.

p.3

Curriculum and teaching Expected standard

Pupils learn a clear and well ‑ structured curriculum. Knowledge is logically sequenced. Pupils remember their learning and can explain it clearly, showing their understanding. Teachers use personalised approaches to support pupils’ learning, and, as a result, pupils with special educational needs and/or disabilities build their knowledge well.

p.3

Curriculum and teaching Expected standard

Teachers help pupils learn how to form letters correctly, to space their letters and to use punctuation accurately. High-quality training strengthens teachers’ practice, especially when teaching phonics (letters and the sounds they represent). They check learning and spot who needs extra help. In mathematics, teachers use oral rehearsal, which helps reinforce pupils' knowledge of number. Teachers’ checks on pupils’ learning in geography, history or science are not as secure as in English and mathematics. Information is not used as effectively to reinforce taught content or move learning on more quickly.

p.4

Curriculum and teaching Expected standard

Pupils make connections between subjects and their learning in the personal development curriculum. This deepens their understanding. However, pupils do not consistently practise their writing skills across the curriculum. This includes opportunities to apply what they have learned in English about spelling, punctuation and grammar. Leaders have identified this and have put in place strategies to further improve the teaching of writing across the curriculum.

p.4

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 a range of barriers come to school regularly, feel safe and engage in learning successfully.

p.4

Inclusion Expected standard

Leaders check carefully 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 good practice. Leaders use additional funding to ensure that disadvantaged pupils benefit from the school's teaching and wider offer.

p.4

Inclusion Expected standard

Pupils with special educational needs and/or disabilities 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, word grids help pupils understand new or unfamiliar words so they can read a text accurately. Classroom layouts, specialist resources and personalised learning plans support the delivery of bespoke programmes. Most teachers use these strategies well. They support pupils to develop the knowledge and skills they need to work independently.

p.4

Leadership and governance Expected standard

Leaders have collectively driven improvements. The dedicated leadership team works with parents and carers to support pupils' learning. It makes the school a friendly and safe place where everyone works together. The school culture and high expectations promote a shared commitment to pupils’ wellbeing and learning. Accurate oversight of the school’s work means leaders know what the school does well and what still needs improving. They use this information to plan next steps. These efforts are evident in noticeable gains to early years provision, pupils’ personal development and wellbeing, phonics results and Year 4 mathematics outcomes. Staff feel supported and say that leaders help with their workload and wellbeing. They work together as a stable and effective team. Many wish to play an even greater part in securing further school-wide improvements. Parents and carers are very positive about their

p.4

Leadership and governance Expected standard

children’s experiences. They have confidence in school leaders, recognising they act in the best interests of pupils.

p.5

Leadership and governance Expected standard

Leaders are open to ideas from the trust about how to improve practice. Trust leaders identify precise points for improvement across the school’s work. Opportunities for training, subject networks and career pathways support staff aspirations. Leaders work closely with other agencies and external experts to secure the help for those pupils who need extra support.

p.5

Leadership and governance Expected standard

Local governors hold a detailed understanding of the school’s work. They diligently keep a close eye on attendance, behaviour, achievement and inclusion. Well-defined reporting arrangements enable the trust board to maintain a detailed oversight of the school’s performance.

p.5