Brannel School

Brannel School

Address: Rectory Road, St Stephen, St Austell, Cornwall, PL26 7RN Unique reference number (URN): 145108

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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 have worked swiftly to identify the factors that underpin pupils' poor attendance. They have implemented a breadth of effective strategies to reduce the barriers that some pupils face in attending school. In addition, they have developed personalised approaches to support pupils with additional needs and specific vulnerabilities. By addressing pupils’ social and emotional needs, leaders and staff have been able to motivate pupils to attend more regularly. For example, leaders have established a ‘soft start’ to the day, where pupils have breakfast and talk to a trusted member of staff about any concerns they may have. Consequently, pupils’ attendance overall has improved and is now close to the national average. The proportion of pupils who are absent on a regular basis, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, has fallen.

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Attendance and behaviour Expected standard

Leaders have worked at pace to establish an effective approach to managing pupils' behaviour. They have ensured that staff implement the culture and rewards policy consistently across the school. As a result, the school is a calm, harmonious learning environment where pupils can typically study without distraction. Fair, nurturing relationships between staff and pupils support the positive management of behaviour. As a result, the number of suspensions, including for pupils with SEND and disadvantaged pupils, has reduced significantly. Pupils are generally respectful, kind and friendly and report that bullying is not a notable concern.

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Leadership and governance Expected standard

Changes to leadership have galvanised the school's approach to improving the quality of provision for pupils. Leaders have succeeded in establishing calm, productive classrooms where pupils are able to learn with few distractions. They have created a positive ethos of respect across the school. They have acted swiftly to ensure that pupils attend school more regularly, so that they are supported to learn and achieve. Leaders have implemented a rich personal development programme that enables pupils to thrive socially, emotionally and physically.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s improvement priorities. They have taken decisive, research-informed action to strengthen the school’s work in a relatively short period of time. Leaders’ vision is clear and shared by staff. Their work to strengthen the curriculum and teaching is ongoing. For example, the curriculum is well designed and leaders have implemented a coherent and comprehensive programme to improve the quality of teaching. This is having a noticeable effect in some subject areas. Through a well- structured programme of ongoing professional learning for staff, leaders are improving the quality of teaching, including for pupils with special educational needs and/or disabilities. Staff are highly positive about the training and support they receive so they can contribute to continued improvement. They are positive about the support that leaders provide for their workload and well-being.

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Leadership and governance Expected standard

The trust provides an additional layer of leadership in driving improvements at the school. Trust leaders know the school well and provide additional leadership support for both the

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Needs attention

curriculum and teaching. Trustees provide clear and effective challenge and support that are closely aligned to the areas that school leaders have identified for improvement.

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Needs attention

Leaders are working closely with external agencies to improve communication with parents and carers. However, they acknowledge that this remains an area for further development as some parents express dissatisfaction with aspects of the school's work.

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Personal development and wellbeing Expected standard

Leaders have constructed a detailed and wide-ranging extra-curricular offer that enables pupils to participate in sports clubs and cultural events, such as musical productions and artistic activities. In addition, pupils have opportunities to complete the Duke of Edinburgh's Award and develop life skills through the Combined Cadet Force. The take-up of these opportunities by pupils with special educational needs and/or disabilities and disadvantaged pupils is particularly high. Leaders schedule these activities carefully to ensure that all pupils can fully benefit.

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Personal development and wellbeing Expected standard

Leaders have planned a coherent and well-resourced personal, social and health education programme that is continually adapted to reflect the context within which pupils live. Pupils study an age-appropriate relationships and sex education programme. Pupils also learn about how to identify and navigate risks to their safety, both online and offline.

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Personal development and wellbeing Expected standard

Pupils are very knowledgeable about the importance of equality. They are highly inclusive and do not tolerate discrimination. Through the curriculum, they develop a well-informed understanding of what it means to be a British citizen. As a result, they are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

The school has a well-planned schedule of trips and visitors, designed to enhance pupils’ understanding of the world around them. For example, pupils visit London to deepen their knowledge of their cultural, historical and political heritage.

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Personal development and wellbeing Expected standard

Pupils receive beneficial careers advice and guidance. Leaders have established strong links with local employers, local universities and local further education colleges. As a result, more pupils now pursue intended destinations when they leave the school.

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Personal development and wellbeing Expected standard

The pastoral care of pupils is a priority for the school. Pupils can access quiet spaces when they need additional support and they speak highly of the adults with whom they can share their concerns. Pupils value the support provided by staff throughout the school.

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Achievement Needs attention

Overall, pupils' attainment in national examinations at the end of key stage 4 in mathematics, science and humanities has been significantly below national benchmarks. Pupils’ outcomes in English have recently begun to improve. Although leaders have taken action to strengthen the quality of teaching so that pupils achieve more highly, it is too soon to see the full impact of their work. In other subjects, pupils typically make progress from their starting points by the end of key stage 4. The outcomes of disadvantaged pupils across the curriculum are generally in line with those of disadvantaged pupils nationally.

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Achievement Needs attention

In other year groups, some pupils have gaps in their foundational knowledge, including reading, writing and mathematics. In addition, teachers do not consistently use information about pupils’ needs across subjects, which contributes to gaps developing in pupils’ knowledge. These gaps are not always targeted precisely enough, which limits how well pupils achieve.

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Curriculum and teaching Needs attention

The curriculum is broad and well-constructed. It sequences the knowledge and skills that pupils should learn in each subject. Although leaders are clear about their expectations of teaching across the curriculum, these are not implemented consistently across subjects. For instance, teachers do not routinely check that pupils have secure understanding before moving on to more complex concepts. Where pupils struggle with reading, writing and numeracy, teachers do not consistently provide the support they need to follow the curriculum and write confidently about what they have learned.

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Curriculum and teaching Needs attention

Although staff have guidance about the needs of pupils with special educational needs and/or disabilities, some do not use this information with sufficient precision. As a result, teachers do not always take into account where pupils have gaps in their knowledge or where adaptations to teaching need to be made. Consequently, some pupils do not achieve as well as they should.

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Curriculum and teaching Needs attention

The school has implemented strategies to support pupils’ reading through a phonics programme, which has had some positive impact. Leaders have also developed a coherent professional development programme that is beginning to strengthen staff's subject knowledge and expertise. Leaders check regularly whether the strategies they have put in place are having the intended impact. They use what they know to support the ongoing development of teaching and the curriculum, but this is still a work in progress.

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Inclusion Needs attention

Many pupils who attend the school have special educational needs and/or disabilities (SEND) or other vulnerabilities. Leaders’ work to ensure that pupils’ learning needs are met with precision is not fully embedded. Teachers do not routinely use the information available about pupils’ reading, writing and numeracy knowledge and skills to adapt their teaching of the curriculum. As a result, some pupils are not able to take part in their lessons confidently and successfully, and so underachieve.

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Inclusion Needs attention

However, leaders are committed to creating an inclusive culture in which pupils’ social and emotional needs are identified and addressed promptly and appropriately. The additional funding that the school receives to support disadvantaged pupils is used appropriately, as reflected in the improvements seen in the behaviour and attendance of these pupils.

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Inclusion Needs attention

Leaders are knowledgeable about pupils with SEND and work closely with external agencies, such as the local authority and social workers, when required. They have strengthened bespoke and targeted interventions, such as early reading and mathematics programmes, to support pupils who struggle with reading and numeracy. Leaders check the impact of interventions closely and adapt the training of staff when needed. However, this approach has not fully informed general teaching practices across the wider curriculum.

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

Pupils feel valued, welcomed and nurtured at the school. Some begin their day with breakfast and calming conversations with staff who know them well and understand their needs. Pupils have trusted adults they can speak to if they have a concern. They feel safe in school. Bullying is not a significant issue and where it does occur, staff are vigilant and resolve it promptly. This has helped pupils to attend school more regularly.

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

Pupils are ambitious and want to succeed. However, although teaching is improving, its quality remains inconsistent. As a result, pupils do not always develop the reading, writing and numeracy skills they need to achieve as well as they should. They do not always build on their prior knowledge in a way that enables them to learn successfully over time.

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

Some pupils with special educational needs and/or disabilities (SEND) do not consistently receive the learning support required to help them achieve well. Their needs are not always identified with sufficient precision in the classroom to ensure that the right support is put in place at the right time. However, pupils with SEND receive effective support for their social and emotional needs. They can access calm spaces and kind, empathetic adults whenever they need help to manage their emotions or seek reassurance.

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

Pupils behave well in lessons and as they move around the school. This contributes to a calm and harmonious learning environment. They are typically friendly, respectful and kind and demonstrate an informed understanding of equality and equity. Pupils are respectful of others and do not tolerate discrimination or harassment.

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

Pupils have access to a breadth of extra-curricular opportunities, including a wide range of clubs offered both after school and at lunchtime. Disadvantaged pupils and pupils with SEND participate well in these activities. Pupils also benefit from visits to a variety of places of cultural and sporting significance.

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Next steps

Leaders should ensure that staff routinely use the assessment information available about pupils’ understanding to make well-matched adaptations to the teaching of the curriculum so that pupils achieve more highly. Leaders should improve the foundational knowledge of pupils who struggle with reading, writing and mathematics so that they are able to access the full curriculum equitably and flourish.

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Team inspectors:

Mark Burgess, Ofsted Inspector Helen Coulson, Ofsted Inspector Frances Bywater, His Majesty's Inspector Leanne Mills, Ofsted Inspector

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Facts and figures used on inspection

Leaders should continue to improve communications with parents and carers so that they can work in partnership to support pupils’ social, emotional and academic development.

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About this inspection

This school is part of Cornwall Education Learning 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), Dan Morrow, and overseen by a board of trustees, chaired by Stuart Rednedge.

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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 met with the headteacher and other senior leaders. They met with the director of secondary school improvement, who acted as the nominee during the inspection, and other trust representatives, including the trust’s lead for inclusion. The lead inspector met with the CEO of the trust, and 2 members of the trust board. An inspector also held a telephone conversation with a representative from Cornwall local authority.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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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 makes use of 6 unregistered alternative provisions.

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About this inspection

Headteacher: Tristan Muller-Forster This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 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 needs support 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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 41.6 46.1 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.02 -0.03 Close to average

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national average

2022/23 (final) -0.24 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 30.0% 25.8% Close to average

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national average

2023/24 (final) 19.4% 25.8% Close to average

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national average

2022/23 (final) 18.4% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 38.0 34.9 Close to average

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national average

2023/24 (final) 29.5 34.6 Close to average

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national average

2022/23 (final) 36.3 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.46 -0.57 Close to average

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national average

2022/23 (final) -0.40 -0.57 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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

2023/24 (3 term) 9.9% 8.9% Close to average

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national average

2022/23 (3 term) 8.3% 9.0% 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) 27.1% 23.4% Close to average

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national average

2022/23 (3 term) 28.1% 26.5% 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

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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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