Cusgarne Primary School

Cusgarne Primary School

Address: Cusgarne, Truro, Cornwall, TR4 8RW Unique reference number (URN): 145077

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

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

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Most pupils achieve well and make progress through the curriculum. This is reflected in pupils’ outcomes in reading, writing and mathematics at the end of key stage 2, which are typically above average in national tests. Pupils learn well across a wide range of subjects and use technical vocabulary with confidence. They remember what they have learned and draw on this to help them with increasingly demanding learning.

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Achievement Expected standard

Pupils receive the support they need to resolve gaps in their learning. Generally, pupils with special educational needs and/or disabilities and disadvantaged pupils make secure progress from their starting points.

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Achievement Expected standard

Pupils develop their foundational knowledge and skills well. For example, they learn to use a correct pencil grip and form accurate letters from the early years onwards. Pupils' understanding of phonics helps them to develop their early reading skills and become fluent readers. Generally, pupils become confident in their use of number. However, attainment in the Year 4 multiplication tables checks has been below the national average over time.

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Attendance and behaviour Expected standard

Leaders maintain a sharp focus on pupils’ attendance. They check and identify patterns of absence and follow up on any concerns swiftly. Leaders work closely with families to understand the challenges some pupils face in attending school regularly, including pupils with special educational needs and/or disabilities and disadvantaged pupils. Staff put in place effective strategies which help pupils to reduce these barriers and promote the importance of coming to school on time. Typically, pupils’ attendance is broadly in line with the national average.

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Attendance and behaviour Expected standard

Leaders set high expectations for behaviour, which is underpinned by the school's rules of ‘ready, respectful, safe’. Pupils understand these expectations and demonstrate them well through their actions. Leaders nurture positive relationships, clear routines and consistent approaches that help to create an orderly environment where pupils are polite, considerate and ready to learn. As a result, learning is rarely disrupted. Instances of bullying are uncommon and staff deal with any incidents promptly and fairly. Staff help pupils to recognise and manage their emotions and behaviour. Pupils use these strategies to stay calm and focused.

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Curriculum and teaching Expected standard

Leaders have developed a broad and balanced curriculum that sets out the important knowledge and skills that pupils need to learn across the wider curriculum. They focus on supporting pupils to develop a secure understanding of the essential knowledge in reading, writing and mathematics that provides a foundation for future learning. They carefully consider the order in which this is taught so that pupils can successfully build on what they know and can do. Teachers have the subject knowledge they need to explain learning clearly for pupils. They know and follow leaders’ expectations in the way they teach the curriculum. For example, they provide regular opportunities for pupils to practise and recap on their prior learning. They introduce new vocabulary carefully and make sure pupils use it accurately. Typically, teachers check what pupils have learned so they can provide additional support or opportunities to deepen pupils' thinking.

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Curriculum and teaching Expected standard

Leaders have an accurate overview of the quality of the curriculum and the teaching of it. They act swiftly to make improvements when needed and are making good headway in developing the curriculum further. For example, they have made changes to the teaching of grammar to ensure that the standard of pupils’ writing is consistently ambitious and effective across all subjects.

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Early years Expected standard

Since the previous inspection, leaders have put in place an ambitious and well-designed early years curriculum. The learning environment is engaging and supports children to develop knowledge and skills across all areas of learning. Staff promote children's love of reading early, weaving children’s favourite stories into daily learning. Leaders ensure that staff teach phonics accurately and quickly help children to use their phonics skills to decode words for themselves.

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Early years Expected standard

Staff receive the training they need to support children to learn successfully. They recognise when children need additional support, including with their special educational needs and/or disabilities. For example, all staff receive high-quality communication and language training. This helps children to develop their speaking and listening skills and use new vocabulary in their speech. Staff closely check children's daily learning activities, quickly identifying when children have gaps in their learning or where they need more practice to support their understanding. They provide opportunities for children to play which help to extend and deepen their learning. When needed, staff adapt their teaching so that all children learn successfully and are well prepared for the next stage of their education.

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Early years Expected standard

Staff form positive relationships with children and their families. Children feel safe and happy and swiftly settle into the daily routines. Parents and carers appreciate the care their children receive.

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Inclusion Expected standard

Leaders have established a culture where everyone is included. They ensure that this principle is prioritised in all aspects of the school’s work. From the earliest opportunity, leaders work closely with parents and carers to understand each pupil’s additional needs. Leaders get to know pupils very well and quickly identify their barriers to learning. They work closely with external specialists, when needed, to provide the right support for pupils.

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Inclusion Expected standard

Leaders routinely check that the support provided for pupils with special educational needs and/or disabilities is effective. Teachers' clear, well-established learning routines help pupils to concentrate. In lessons, staff generally adapt teaching in a way that helps pupils to learn successfully. For example, they provide visual prompts, short movement breaks and resources which improve pupils’ focus. However, occasionally, these adaptations are not precise enough to support pupils to meet their targets swiftly.

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Inclusion Expected standard

Leaders carefully plan the use of the funding they receive to support disadvantaged pupils. They check that the extra help, resources and opportunities they provide are effective and help pupils to reduce individual challenges and broaden their experiences. Consequently, all pupils take a full part in school life.

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Leadership and governance Expected standard

Since the previous inspection, there have been a number of changes to leadership. Current leaders understand the school’s context well and have a clear vision for the school and its next stage of development. They hold high ambitions and act in the best interests of pupils. They know what is going well and where they should focus next. Leaders’ priorities reflect pupils’ needs and aspirations. Staff recognise this and speak positively about the direction the school is taking.

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Leadership and governance Expected standard

Leaders are quick to strengthen key aspects of the school's work. They make sure that professional learning underpins the decisions they make and supports school improvement priorities. Staff benefit from a wide range of training opportunities. For example, leaders have further developed staff's expertise in the teaching of phonics and how best to support pupils with special educational needs and/or disabilities. Leaders collaborate with external agencies and other schools to support their work and further staff development.

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Leadership and governance Expected standard

Staff feel proud to work at the school. They value how leaders actively seek to improve staff's workload and wellbeing. They appreciate the support they have received through a period of change. Parents and carers are typically positive. They especially value communication from leaders, the school’s links with the local community and its inclusive culture.

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Leadership and governance Expected standard

Governors and trustees fulfil the roles expected of them and have the expertise needed to help shape the direction of the school. School leaders, local monitoring committees and the trust work closely together to maintain a detailed understanding of school life.

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Personal development and wellbeing Expected standard

Leaders have designed a detailed programme of personal development and wellbeing where the school's values of community, compassion, courage, curiosity and commitment sit at its core. Leaders organise the personal, social, health and economic education curriculum carefully. They make sure that pupils’ knowledge develops as they go through school. Consequently, pupils show an age-appropriate understanding of citizenship, tolerance and healthy relationships. Teachers prepare pupils to live healthy lives and to stay safe online. This helps pupils to develop important knowledge and skills for life beyond school.

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Personal development and wellbeing Expected standard

Pupils gain a rich knowledge of the values important to life in modern Britain. Leaders enhance this understanding through meaningful, lived experiences. For example, pupils develop an understanding of democracy and the rule of law and experience how to vote through the leadership roles they undertake. This supports them to mature into responsible young citizens. Leaders’ attention to social, emotional and mental health education makes a positive difference to pupils. Their support is timely and compassionate when pupils encounter barriers to their wellbeing. Teachers guide pupils to understand their emotions and explain how feelings can affect behaviour. They teach pupils the language and vocabulary they need to describe how they feel. Pupils trust adults in school and know that they have their best interests at heart. This has had a positive impact on how well all pupils engage in school life.

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Personal development and wellbeing Expected standard

Leaders listen to feedback from pupils, parents and carers. For example, they expanded what is on offer when pupils asked for a wider range of clubs. Pupils engage enthusiastically in opportunities that broaden their horizons. For example, on their trip to London, they visited the Houses of Parliament and Big Ben. These opportunities matter to pupils and make a positive difference to their lives.

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

Pupils enjoy coming to this caring and supportive village school. They benefit from a calm environment where lessons are purposeful. Teachers’ clear and consistent expectations encourage pupils to focus on their work. Pupils value their learning and take pride in their achievements.

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

Pupils achieve well across the curriculum. From the early years onwards, pupils develop secure foundational knowledge and skills in reading, writing and mathematics. They build on this learning in a wide range of subjects as they move through the school. Pupils who face barriers to their learning, including those with special educational needs and/or disabilities, receive support that generally helps them to achieve well from their starting points. Pupils are therefore ready for their next stages in education. For example, Year 6 pupils are well prepared and confident to begin at secondary school.

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

Pupils experience positive relationships with each other and the adults in school. They appreciate that staff care for them and know them well. Pupils interact happily at social times and bullying rarely happens. Pupils share any worries with confidence, knowing that staff will help them. Those who join at different times of the year are equally positive and feel well supported.

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

All pupils play an active part in school life. Leaders adapt provision, where needed, so that all pupils can take part in the wide range of opportunities on offer, including forest school, choir and gardening club. They learn about a range of topics that help them to recognise risks and keep safe, such as water safety. Pupils typically describe new experiences, such as rock climbing, as ‘wonderful’ and ‘amazing’. They contribute ideas and take on leadership responsibilities, including as school councillors or eco-council representatives. Pupils celebrate their successes and value the sense of belonging these activities create. They relish spending time outdoors and are excited about the ongoing developments to their playground.

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Lead inspector:

Lizzie Lethbridge, His Majesty's Inspector

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Next steps

Leaders should ensure that the curriculum is of a consistently high quality across all subjects and year groups so that all pupils achieve well from their starting points. Leaders should ensure that the strategies used and the targets set for pupils with special educational needs and/or disabilities are precise and reviewed regularly so that they make a timely impact on pupils’ progress.

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About this inspection

This school is part of Aspire Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rachel Warwick, and overseen by a board of trustees, chaired by Penny Shilston.

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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

This inspection took place on 7 and 8 July 2026.

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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 head of school and other school leaders, members of the trust board, members of the governing body and trust leaders during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

At the time of the inspection, there were 38 pupils on the school roll; 42% had special educational needs and/or disabilities and 29% were disadvantaged.

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About this inspection

The school has undergone a significant change since the last inspection. There is a new head of school.

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About this inspection

Head of School: Lily Goodman 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 7 July 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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Pupils reaching the expected standard in reading, writing and mathematics

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

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average

2024/25 (final) 68% 62% Close to average

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average

2023/24 (final) 60% 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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average

2023/24 (final) 73% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 67% 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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average

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

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Overall absence

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

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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) 15.8% 13.0% 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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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