Falmouth Primary Academy

Falmouth Primary Academy

Address: Jubilee Road, Falmouth, Cornwall, TR11 2BB Unique reference number (URN): 140328

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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 Strong standard

Pupils achieve very well. Many of them arrive in the school with knowledge and skills well below what is expected for their age. From their starting points, pupils make rapid and sustained progress across the curriculum. The school's published key stage 2 outcomes are consistently in line with, or above, national averages and are significantly above those of similar schools. This includes for disadvantaged pupils.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities flourish and progress well through the curriculum. They, along with their peers, grasp the basics of English and mathematics quickly. The school has made adjustments to its teaching of mathematics to ensure that more pupils learn their times tables securely. Pupils produce high-quality work across the curriculum. They are able to recall, and discuss confidently, their learning in subjects such as religious education and science. As a result, most pupils are very well prepared for their next stage of education.

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Curriculum and teaching Strong standard

Teaching is of a consistently high quality across the school. Leaders provide staff with carefully tailored training that sharpens their expertise and strengthens their practice. As a result, teachers have the knowledge and confidence to translate the school's ambitious curriculum into reality. Teachers explain new concepts with absolute clarity. They break down learning into smaller parts to help pupils with special educational needs and/or disabilities (SEND) understand new learning in manageable steps. Teachers have a clear focus on developing pupils' oracy from the very start. They focus on extending pupils' vocabulary and using subject-specific language, such as in history and geography. Staff check what pupils understand and use this to adapt or extend their work as necessary.

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Curriculum and teaching Strong standard

Teachers teach the basics of reading, writing and mathematics well. Reading is prioritised through regular story time. This helps pupils to develop a love of reading and become familiar with a broad range of literature. Teachers quickly spot and address any gaps in learning. The support for pupils with SEND is highly effective. Staff adapt learning precisely to pupils’ needs. This helps almost all pupils to study the same curriculum as their peers and successfully overcome barriers to learning.

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Inclusion Strong standard

The school's highly effective inclusive ethos is the bedrock of its success. Leaders have the same high expectations for all pupils, regardless of their need or background. Staff are unrelenting in their drive to ensure that the pupils in their class get all the help they need. Leaders and staff are adept at identifying pupils’ needs early. Their considerable expertise enables them to provide precise support that helps pupils with special educational needs and/or disabilities to flourish. The school’s excellent relationships with its families and other professionals mean that pupils who are known or previously known to social care benefit from a joined-up approach that helps them to overcome barriers to learning. Pupils in the ‘Lighthouse’ provision benefit from bespoke and timely support to help them with their learning back in their regular class.

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Inclusion Strong standard

Leaders rigorously check the impact of their work and make further adjustments to help pupils as necessary. This includes the use of the government's additional funding for disadvantaged pupils. Leaders use this with notable success through ensuring these pupils benefit from highly effective teaching to help them learn well.

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Inclusion Strong standard

The school uses alternative provision appropriately for a small number of pupils and only when it best meets their needs.

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Leadership and governance Strong standard

Leaders set the tone for the school’s high expectations and lead by example. They are uncompromising in their belief that all pupils can succeed, regardless of their background. This permeates the school. Leaders have a forensic understanding of the school, its community and its context. This enables them to prioritise the most important areas for development and take decisive action where it is needed most. Their tenacity has secured significant improvements across the school's work. This is particularly evident in pupils' achievement and a decrease in the number of pupils who are persistently absent.

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Leadership and governance Strong standard

The trust, and those responsible for governance, hold leaders to account for their performance well. They provide robust challenge to leaders when there is a dip in an aspect of the school's performance. They fulfil their statutory duties well. Governors make their own checks on the school to validate the information they are given by leaders. As a result, leaders at all levels have an accurate view of the school's performance. The trust provides high-quality, ongoing training for staff, who are self-motivated to continually improve their expertise. Staff are proud to work at Falmouth Primary and are deeply invested in doing their very best for their pupils. Morale is high. Staff appreciate the way in which leaders manage the pressures of workload to enable them to have a positive work-life balance.

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Leadership and governance Strong standard

Parents and carers are overwhelmingly happy with the school. They appreciate the strong relationships that leaders and staff build with families and value the support they receive when concerns or difficulties arise. As a result, parents place a high degree of trust in the school and the care it provides for their children.

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Personal development and wellbeing Strong standard

The school’s highly effective work to develop pupils’ character contributes significantly to their academic success. Leaders provide a wide range of carefully considered experiences both inside and outside of school. These help pupils to become independent and resilient, which they then apply in their learning. For example, members of the school choir participate in regional and national concerts, which help them to develop the confidence to perform in front of large audiences and represent the school with pride.

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Personal development and wellbeing Strong standard

Leaders recognise that for many pupils, their experiences beyond the immediate locality are limited. They build in a variety of opportunities to broaden pupils’ horizons and deepen their understanding of the world around them. For instance, pupils enjoy a series of residentials,

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Expected standard

including a trip to London. This helps pupils to understand and appreciate the diversity that exists in modern Britain.

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Expected standard

Leaders ensure that pupils learn a well-sequenced personal, social and health education programme. They make thoughtful adjustments to the relationships and sex education curriculum to ensure that pupils learn about changes to their bodies in a timely and age- appropriate manner. Staff regularly revisit the importance of fundamental British values. Pupils secure much of the personal, social and health education content very well. They understand how people can be different and the importance of tolerance, respect and kindness. Pupils put this learning into practice in their daily interactions. Whether in lessons or discussing learning with visitors, they take turns, listen carefully to others and treat one another with courtesy and consideration.

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Expected standard

Pupils enjoy a wide range of clubs that help them to develop their talents and explore new interests. Staff actively seek pupils’ views when designing this provision, ensuring that opportunities are closely matched to their interests and aspirations. Leaders closely track participation. They remove any barriers for pupils to ensure that these opportunities are available to all. Leaders provide timely pastoral support for pupils when they have worries.

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Attendance and behaviour Expected standard

Pupils' attendance continues to improve and remains a priority for the school. Leaders set high expectations for all pupils’ attendance. Pupils know attendance is important and know what action the school takes if they are absent. Leaders' systems identify concerns early, track patterns accurately and enable timely intervention. They work persistently with families, adapting support in response to individual circumstances and removing barriers that may affect attendance. A small number of pupils with complex medical needs, or historically poor attendance in other settings, has affected the school's most recent attendance figures. Overall, the vast majority of pupils attend well and rates of persistent absence continue to fall.

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Attendance and behaviour Expected standard

Pupils behave well. Leaders establish clear routines throughout the school day so that pupils know what is expected of them. This helps to provide a calm and orderly atmosphere for pupils to learn in. Staff manage the small number of pupils who struggle with their behaviour effectively. They provide any adjustments needed to help pupils regulate their behaviour and refocus on their learning. Staff respond swiftly to any bullying concerns and deal with these robustly. Leaders use suspensions only when necessary. They carefully review pupils’ provision following any suspension and adapt support where needed to help prevent future incidents.

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Early years Expected standard

Children get off to a positive start in the early years. Staff carry out thorough transition arrangements to build a detailed understanding of children and their families before they start school. As a result, children settle quickly into their new environment. Staff display high levels of care and develop warm relationships with children, helping them to feel safe and secure.

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Early years Expected standard

Staff assess children’s starting points promptly and use this information to adapt teaching to meet their needs. This ensures that learning is generally well matched to children’s stage of development. Staff place a strong emphasis on developing communication and language. They typically engage children in high-quality interactions throughout the day. For example, during snack time, children are encouraged to listen carefully to one another and share their ideas. Leaders continue to provide training to strengthen staff expertise in developing children’s oracy. Children with special educational needs and/or disabilities receive effective support that helps them learn alongside their peers.

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Early years Expected standard

While the proportion of children achieving a good level of development is slightly below the national average, children make secure progress from typically low starting points. Staff share information thoroughly with Year 1 teachers so that additional support can be put in place quickly when children move into key stage 1.

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

This school is unwavering in its commitment to developing the whole child. Pupils benefit from a high-quality, well-rounded education where staff leave no stone unturned to provide the best for them. Leaders have created a culture in which pupils, regardless of their background or additional needs, are aspirational. Pupils are encouraged to ‘dream big’ and learn how education can open doors to future opportunities and careers. Through carefully planned experiences and visitors, pupils gain an understanding of the pathways available to them and develop ambitions for their future. Guest speakers inspire pupils to consider potential careers in later life. These opportunities help to foster pupils’ enthusiasm for learning and their ambition to succeed. Across the curriculum, pupils learn well. Over time, many pupils make accelerated progress from their starting points and leave key stage 2 fully equipped with the knowledge and skills they need for secondary school.

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

Staff build deeply caring relationships with pupils, starting in the early years. Pupils have absolute trust in adults to resolve any concerns, such as on the rare occasions that bullying occurs. As a result, pupils feel safe and well cared for. They have an immense pride in being a Falmouth Primary pupil, and their improving attendance reflects their enjoyment of school. Pupils behave well. They are kind and considerate to one another. This is because staff continually model these behaviours to pupils. Highly skilled staff provide precise support for pupils with special educational needs and/or disabilities, which enables them to flourish just as much as their peers.

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

Pupils develop their leadership skills through roles such as prefects, librarians and school councillors. They embrace these responsibilities and make a meaningful contribution to school life, including helping to select new playground equipment. Pupils enjoy numerous exciting trips, such as visiting a zoo or a local art gallery. These help to deepen their knowledge of the curriculum, as well as providing them with new experiences.

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Next steps

Leaders should continue to build on improvements in attendance by analysing patterns closely, responding swiftly to emerging concerns and maintaining effective work with families of pupils who are persistently absent. Leaders should continue to strengthen leadership across all areas of the school, including in the early years, so that improvements in the achievement and experiences of vulnerable pupils are sustained and built upon over time.

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About this inspection

This school is part of Kernow Learning Multi 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 (CEO), Clare Crowle, and overseen by a board of trustees, chaired by Dean Ashton.

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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 15 and 16 September 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 headteacher and other senior leaders, the CEO, the deputy CEO, a trustee, members of the local governing body, staff, pupils, members of staff from the alternative provisions and parents and carers 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 makes use of four unregistered alternative provisions and one registered alternative provision.

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About this inspection

There is a before- and after-school club for pupils who attend the school.

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About this inspection

The school has an additional resource base for pupils with special educational needs and/or disabilities located within the school. This provision is run by another provider and was therefore not considered as part of the inspection.

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Team inspectors:

Susan Aykin, His Majesty's Inspector Tracey Reynolds, His Majesty's Inspector

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Facts and figures used on inspection

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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 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) 69% 62% Close to average

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average

2022/23 (final) 52% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 81% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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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) 78% 74% 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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average

2024/25 (final) 59% 47% Close to average

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national average

2023/24 (final) 56% 46% Close to average

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national average

2022/23 (final) 45% 44% Close to average

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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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average

2024/25 (final) 65% 59% Close to average

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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

2024/25 (final) 65% 61% Close to average

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average

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) 52% 59% 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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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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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) 5.9% 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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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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