Nanpean Community Primary School

Nanpean Community Primary School

Address: St George's Road, Nanpean, St Austell, Cornwall, PL26 7YH Unique reference number (URN): 149540

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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

Leaders are effective in sustaining pupils' high attendance. Pupils enjoy school and want to attend. Leaders monitor pupils’ attendance with high priority and intervene at the earliest opportunity if this starts to dip. Leaders, along with staff, ensure that they are alert to barriers that may affect a pupil's attendance. They build trusting relationships with families so that they can work in partnership if needed.

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Attendance and behaviour Expected standard

School leaders have established the 'Nanpean Way'. It is well understood through its clarity, based on the language of being ready, respectful and safe. This approach has raised expectations for pupils’ conduct and learning behaviours. On the whole, staff apply it with consistency and adapt it appropriately where needed. It has moved the school on from a period of higher than national figures for suspension and exclusions. The school bears little resemblance to this now and pupils learn and play in a settled, respectful and inclusive environment. Pupils value the daily recognition of their successes. It brings joy to many at the end of each day. Pupils have very few concerns about the behaviour of their peers. They are aware that bullying, and some discriminatory behaviour can happen, but have confidence that staff manage this quickly and well. Some pupils need reminders of the school’s high expectations but staff deliver these in a kind and appropriate way.

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Curriculum and teaching Expected standard

The curriculum has been a priority for improvement under the new leadership of the school. English and mathematics, as well as the wider curriculum, have been overhauled to establish greater clarity and consistency. As a result, teaching now typically ensures that pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, retain what they learn over time. Leaders hold an accurate view of the quality of teaching and learning. This is gained through robust monitoring and tracking of a range of assessment information.

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Curriculum and teaching Expected standard

Leaders have responded to poor outcomes at the end of key stage 2 over time, building a curriculum that gives pupils the important reading, writing and mathematics skills they need. Regular time dedicated to spelling, handwriting and number fluency, and more targeted intervention work for some, has been successful in closing gaps in learning that pupils had. In contrast, pupils in the early years and key stage 1 learn to read successfully, and this has been effective over time.

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Curriculum and teaching Expected standard

In the wider curriculum, pupils benefit from well-sequenced learning. There are clear structures that enable pupils to review, check and extend their knowledge. Pupils are able to make links across subjects and make use of subject-specific vocabulary. On the whole, staff ensure that expectations of foundational skills such as handwriting and spelling are in place in subjects beyond English.

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Early years Expected standard

Children in the early years benefit from a well-considered curriculum offer. It is based on their starting points and caring, nurturing relationships between staff and children. Children respond well to the routines and expectations staff have of them. They demonstrate these in well-designed learning activities. Staff design these activities thoughtfully so that children can practise and consolidate their learning and development. Children show high levels of independence as they engage, with curiosity and enthusiasm, in the learning environment. The curriculum secures the essential knowledge that children need for future learning. Staff teach letter formation and phonics securely. Children develop a secure and broad understanding across the 7 areas of learning. It enables them to learn and develop, ready for Year 1 and beyond.

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Early years Expected standard

Leaders prioritise early identification of special educational needs and/or disabilities or potential barriers to learning and development. They work closely with parents and carers to involve them in their child’s education. Staff adapt and tailor the provision so that children can sustain concentration and high levels of interactions with their peers. Staff model effective communication and encourage children to extend their language and vocabulary.

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Inclusion Expected standard

Leaders and staff are committed to ensuring that all pupils are supported to be successful in their learning and development, regardless of their starting points. Pupils’ special educational needs and/or disabilities (SEND) or other barriers they may have to learning or wellbeing are identified at the earliest opportunity. Leaders have developed a clear system that provides an accurate and precise oversight of what pupils may need and how effective this offer is. This ensures that staff can adapt to emerging and changing needs quickly. Staff benefit from professional learning in school, and from the wider trust, to ensure that they have a secure awareness of what inclusion means and have the knowledge needed to meet pupils’ needs or reduce barriers to learning. School wide approaches that benefit all pupils, but particularly those with SEND, include use of visuals and technology to aid more accessible recording of learning.

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Inclusion Expected standard

The school's strategy for supporting disadvantaged pupils is clearly planned. Additional funding is used well to help reduce barriers for disadvantaged pupils. The positive impact of this can be seen in improvements in achievement and access to wider opportunities for these pupils. The school works closely with other agencies, such as the local authority, to ensure that pupils get the external support they need to be successful in school.

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Leadership and governance Expected standard

Since joining the trust, leaders, school based and from the trust, have needed to improve standards. This was highlighted by declining outcomes at the end of key stage 2 and low expectations for pupils more generally, demonstrated by a period of high suspensions. There has been significant investment of time and resource into the school. This was to ensure sufficient capacity and expertise to address the areas that were of concern. While this led to a period of challenge and intensity for leaders and staff, the school is now in a much more positive position where pupils receive the standard of education they deserve. The impact of leaders’ actions and decisions are clear to see. Pupils learn an appropriately ambitious and well-structured curriculum. Their behaviours for learning are positive, as is conduct beyond the classroom. Routines, expectations and practice are increasing in consistency. Staff have benefitted from a professional learning programme which has

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Leadership and governance Expected standard

supported them to meet the increased expectations across the school to provide a high- quality, inclusive education offer. The school makes effective use of working with parents and carers and external agencies to support this offer. Staff hold a typically positive view of leadership and leaders’ attention to their wellbeing and workload.

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Leadership and governance Expected standard

The local governance structure, through the local monitoring committee (LMC), has been strengthened as a result of robust trust leadership. The LMC is now effective in its duties to provide support and challenge. Along with the trust board, it holds an accurate view of the school in order to continue to embed improvements moving forward. Collectively, they ensure that decisions remain in the best interests of all pupils, including those who are disadvantaged or who have special educational needs and/or disabilities.

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Personal development and wellbeing Expected standard

Leaders have carefully designed a personal development programme, adapted appropriately to meet the needs of pupils in their local community. For example, the programme addresses the risks of living near clay pits in rural Cornwall. The school's personal, social and health education curriculum helps pupils to understand about relationships and maintaining a healthy lifestyle in an age-appropriate way. Pupils learn how to keep themselves safe, including online. They recognise the importance of keeping physically and mentally healthy and learn how to do so.

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Personal development and wellbeing Expected standard

Pupils show respect for others and speak positively about fairness, democracy, individual rights and freedom of belief. They understand why these fundamental British values are important for life in modern Britain, supported by knowing the value of treating everyone equally, regardless of age, beliefs, abilities or family circumstances. These attitudes are seen in the behaviour and attitudes of pupils in the school.

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Personal development and wellbeing Expected standard

Pupils have access to a variety of opportunities to enrich their experiences. Pupils benefit from trips, themed days and visitors to school. Pupils talk enthusiastically about these experiences and recognise the benefits that they bring to them. Pupils enjoy having various leadership roles in the school. These include being on the school council, reading ambassadors and play leaders. This provides older pupils with the opportunity to be role models to pupils in younger classes. Pupils develop independence and leadership qualities through these opportunities.

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Personal development and wellbeing Expected standard

All pupils, including those in early years, are encouraged to think about what they would like to do when they are adults. This is promoted through each subject as well as part of theme days. This encourages pupils to look at careers and find out what is required to be successful in that line of work. Staff know pupils well. They make thoughtful adaptations to ensure that all pupils, including those with barriers to learning, additional needs or who are disadvantaged, are fully included in personal development activities.

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Achievement Needs attention

Over time pupils have not achieved well at the end of key stage 2. This is reflected in published outcomes for reading, writing and mathematics. However, work in books and pupils' knowledge of the curriculum shows that pupils, including those who are disadvantaged or have special educational needs and/or disabilities, now achieve better than their peers did historically. Leaders have put in place appropriate interventions for pupils who have gaps in core skills in reading, writing and mathematics. Rapid improvements in the curriculum, as well as increased expectations of pupils’ learning and the quality of teaching, ensure that current Year 6 pupils are equipped academically to manage the demands of secondary school.

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Achievement Needs attention

Other published outcomes show that pupils' achievement, lower down the school, is more secure. Pupils in Year 1 now achieve at least in line with their peers nationally in the phonics screening check. Year 4 pupils typically do well in the multiplication tables check. Younger pupils are prepared well for their next steps.

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

Pupils show joy and pride when they talk about their school. This continues when they talk about their learning and the opportunities the school provides for them. Nanpean is an inclusive, welcoming school. Pupils are clear advocates for respect and acceptance of difference. They understand that we all have different needs which require different approaches, summed up by one pupil’s comment: ‘Everyone is part of our school. We don’t mind if they are different.’ Pupils know that staff have high expectations of their conduct and what they can achieve. They respond to these positively and encourage this of each other. It results in a purposeful and calm learning environment where pupils feel safe and attend highly.

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

Over time, pupils' achievement at the end of key stage 2 has been below that of their peers nationally. Pupils know that the school has undergone a lot of change recently. They reflect the positive difference this has made to what they learn and how pupils behave. Pupils enthuse about, and are motivated by, the rewards they can achieve through the daily ‘celebration tracker’ and the Friday ‘hot chocolate’ time. Bullying, and forms of unkind, discriminatory behaviour, are rare. Pupils learn about how to respond to these. They have confidence in staff to deal with any incidents quickly, when they do occur.

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

Pupils benefit from a range of experiences beyond the curriculum. For example, there are a variety of extra-curricular clubs and opportunities to participate in sporting and musical events. The recent residential visit to London, provided older pupils with a rich set of memorable experiences. These increased pupils' awareness of the wider world and life in modern Britain. Older pupils take on leadership roles to increase independence and core values that prepare them well for secondary school. They value these roles, such as head pupils, reading ambassadors and play leaders, and the difference they can make to the school.

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Next steps

Leaders should ensure that pupils achieve well at the end of key stage 2 across reading, writing and mathematics and that these published outcomes fully reflect the quality of the curriculum, preparing pupils well for their next steps in education. Leaders should ensure that they fully embed the work started to establish consistency and sustained impact on pupils’ education offer over time, across the academic curriculum, behaviour and attitudes to learning as well as pupils’ personal development.

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About this inspection

This school is part of Truro and Penwith Academy Trust (TPAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, 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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, school staff and trust leaders, including the CEO, during the inspection. In addition, the lead inspector spoke with members of the local monitoring committee and trustees, including the chair of the board of trustees.

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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 currently uses no alternative provision.

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About this inspection

At the time of the inspection, there were 104 pupils on roll.

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About this inspection

The school has undergone significant changes since the last inspection. The school joined TPAT in March 2023. The headteacher and deputy headteacher are new in post since the school joined TPAT. There have been changes in staff, the local monitoring committee members and a reduction in the number of classes due to a decrease in the number of pupils on roll.

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Facts and figures used on inspection

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

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

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average

2023/24 (final) 54% 61% 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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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

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

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Disadvantaged pupils' performance gap

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

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

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Overall absence

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

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national average

2024/25 (3 term) 4.6% 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 (3 term) 9.8% 13.0% Close to average

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national average

2023/24 (3 term) 12.7% 14.6% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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