St Columb Major Academy
Headteacher: Mr A S Phillips
School holidays for St Columb Major Academy via Cornwall council
315 pupils capacity: 105% full
180 boys 55%
150 girls 45%
Last updated: June 24, 2014
Primary — Academy Converter
- Education phase
- Establishment type
- Academy Converter
- Establishment #
- Open date
- July 1, 2011
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 190962, Northing: 63221
- GPS coordinates
- Latitude: 50.432, Longitude: -4.9447
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 13, 2012
- Region › Const. › Ward
- South West › St. Austell and Newquay › St Columb Major
- Town and Fringe - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- St Columb Major Community Primary School TR96RW
- 2.7 miles Indian Queens Community Primary School and Nursery TR96QZ (343 pupils)
- 2.8 miles Mawgan-in-Pydar Community Primary School TR84EP (127 pupils)
- 2.8 miles Mawgan-in-Pydar Community Primary School TR84EP
- 3.6 miles Trevisker Community Primary School PL277UD (150 pupils)
- 3.8 miles St Wenn School PL305PS (50 pupils)
- 4.2 miles St Dennis Junior School PL268AY
- 4.2 miles St Dennis VA CofE Infant and Nursery School PL268AX
- 4.2 miles St Dennis Community Primary School PL268AY (238 pupils)
- 4.2 miles St Dennis Primary Academy PL268AY
- 4.4 miles Summercourt Community Primary School TR85EA
- 4.4 miles Summercourt Community Primary School TR85EA (100 pupils)
- 4.6 miles St Columb Minor School TR73JF
- 4.6 miles St Columb Minor Academy TR73JF (502 pupils)
- 4.7 miles Treviglas Community College TR73JA (907 pupils)
- 5.1 miles Newquay Tretherras School TR73BH
- 5.1 miles Holy Trinity Catholic Primary School
- 5.1 miles Newquay Tretherras TR73BH (1633 pupils)
- 5.2 miles Roche Community Primary School PL268EP (202 pupils)
- 5.2 miles Whitemoor Community Primary School PL267XQ
- 5.2 miles Whitemoor Academy PL267XQ (96 pupils)
- 5.5 miles St Issey Church of England Primary School PL277RN (77 pupils)
- 5.6 miles Nanpean Community Primary School PL267YH (110 pupils)
- 5.7 miles Newquay Junior School TR72NL
|Inspection date(s)||13–14 June 2012|
St Columb Major Academy
|Unique reference number||136862|
|Inspection dates||13–14 June 2012|
|Lead inspector||John Cavill|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy converter|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||286|
|Appropriate authority||The governing body|
|Date of previous school inspection||Not previously inspected|
|School address||Newquay Road|
|Telephone number||01637 880272|
|Fax number||01637 880272|
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look for the link on the main Ofsted website: www.ofsted.gov.uk
|John Cavill||Additional inspector|
|Marcia Headon||Additional inspector|
|David Nebesnuick||Additional inspector|
This inspection was carried out with two days' notice. The inspectors visited 28
lessons and observed 11 teachers. ‘Fun Fit’ and a Key Stage 2 singing lesson were
also observed. The inspectors took account of the responses to the online
questionnaire (Parent View) in planning the inspection. The inspectors also made
short observations of sessions on the teaching of phonics (pupils learning letter
patterns and the sounds they represent to enable them to read). They had
discussions with members of the governing body, staff, and groups of pupils. The
inspectors observed the school’s work and looked at a range of documents, including
the school improvement plans and priorities for development. They analysed recent
evidence on pupils’ progress and attainment, checked safeguarding procedures, and
analysed 101 questionnaires returned by parents and carers, as well as others
completed by staff and pupils.
Information about the academy
St Columb Major is a larger-than-average primary academy. Conversion from the
predecessor school to an academy took place in July 2011. Most of the pupils are of
White British heritage and speak English as their first language. The proportion of
disabled pupils and those with special educational needs supported by school action
plus or with a statement of special educational needs is below average. The
proportion of pupils who are known to be eligible for free school meals is below
average, but rising. Early Years Foundation Stage provision is within two Reception-
Year classes. The school meets the current floor standards, the minimum standards
expected by the government for pupils’ attainment and progress. There is a
children’s centre, providing before- and after-school care, and nursery on the
academy site, which are not managed by the academy and which will be inspected
|Achievement of pupils||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- This is an outstanding academy. The mission statement, ‘Happy, Hardworking,
Successful’, is clear for all to see in the fantastic learning culture that exists,
where everyone is valued and encouraged to be the best that they can. The
parent or carer who commented that ‘We are lucky to have such a brilliant
school’ reflects how parents and carers, pupils, and staff regard the impact the
academy is having on the future life chances of pupils.
- Pupils’ exceptional achievement starts from the moment they enter in the
Reception Year, where excellent teaching provides a superb start to their
education. Pupils’ continue to make rapid and sustained progress throughout
the academy, so that, when they leave at the end of Year 6, they attain above
- Teaching is outstanding, consistently challenging pupils to achieve very well.
Lessons are planned particularly well to meet individual needs by skilled
teachers and teaching assistants and offer exciting and stimulating activities
keenly enjoyed by the pupils.
- Pupils’ behaviour is exemplary both in lessons and around the academy. They
demonstrate a great attitude and desire to engage fully with their learning.
Pupils are respectful, considerate, and say that they feel extremely safe at the
- Leadership and management are outstanding, including the leadership of
teaching and the management of the school’s performance. All members of
staff are focused on a shared vision to implement sustained improvements,
ensuring that the academy is continuing to develop. Performance review
systems are highly effective. They are supported effectively by appropriate
professional development and reflect the standards and expectations at the
academy. The curriculum is highly effective, incorporates outstanding spiritual,
moral, social, and cultural development, and promotes outstanding
achievement. Enhancing the Early Years Foundation Stage environment to
make it more vibrant and improve creativity remains an area for improvement.
Nevertheless, children do well in Reception Year and get off to a strong start.
What does the academy need to do to improve further?
- Develop the learning environment in the Early Years Foundation Stage to make
it more vibrant and allow for children’s improved creativity.
Achievement of pupils
Achievement at the academy is outstanding. Pupils are encouraged successfully to do
their best at all times, a view shared by almost all parents and carers, who think that
they make good progress. When the children join the Reception Year, they have
skills levels that are well below what would normally be expected for their age,
especially in their literacy and numeracy skills. During their time in Reception Year,
all children make excellent progress in all of the areas of learning, but especially so in
their personal development and numeracy skills, as a result of high-quality teaching.
Literacy and creative skills remain weaker, but the rapid gains that are made ensure
that the children are prepared very well for the next stage of their learning.
Outstanding progress continues throughout the academy and pupils leave at the end
of Year 6 with attainment that is above average in all subjects and continuing to
improve year on year. Disabled pupils and those with special educational needs make
outstanding progress when measured against their starting points. Accurately
assessing individual needs and targeting effective interventions that are delivered by
teachers and teaching assistants ensure that progress.
Pupils are excited to be at school. They approach their work with enthusiasm and
enjoy working with other pupils. Their ability to work independently is allowing them
to make exceptionally good progress and is learnt at an early age. An example of this
was seen in a Year 5 numeracy lesson, when pupils were collecting data in groups to
work out the mean, average and range. Following an excellent session when the
teacher modelled the calculations involved, pupils were presented with challenges
that they had to organise together in groups to solve. The ease with which the pupils
settled to work on these tasks and used each other to evaluate the process
promoted some exceptional learning and is typical of most of the lessons at the
Attainment in reading is above average at the end of both Key Stage 1 and Key
Stage 2. Pupils are able to use their phonic skills very well and this is evident in the
way that they ‘sound out’ and blend the words well to enable an understanding of
the text. Reading by the most-able pupils was fluent and enabled them to access
information easily from a wide range of sources using challenging text.
Quality of teaching
The outstanding quality of teaching, including in the Early Years Foundation Stage, is
securing pupils’ particularly good achievement. Lessons are full of challenge and
teachers ensure that they are delivered at a pace which promotes very effective
learning. There is a team approach in classrooms, with teaching assistants
supporting the pupils’ learning very well. Work is matched extremely well to the
needs of all pupils, who demonstrate an exceptional keenness to learn and are
excited by the tasks that are planned for them. In discussions, they say that ‘they
have a good education here’ and that ‘teachers are helpful, really friendly and will
joke with you’.
Teachers know their pupils’ very well and use lesson objectives and success criteria
to help the children to recognise their own learning. Assessments are regular and
direct the learning through the highly effective use of targets with pupils. Marking in
the books is done regularly and pupils are able to use feedback to help them
progress rapidly. ‘Learning ladders’ are used very well and allow pupils to be fully
involved in the assessment of their own work, developing further independence in
Imaginative teaching strategies are used frequently by teachers and provide
opportunities for learning to reflect real life. In the Year 1/2 class, Smudge the
sheepdog was used to provide a focus to the pupils that they could relate to and
stimulate their reflective thinking. A Year 6 lesson on the weather saw pupils
presenting the weather forecast as though they were on the television, showing
outstanding confidence and great recall of the information they had learnt. The awe
and wonder seen in lessons is indicative of the way that the pupils are enjoying their
work. Successful teaching and support for disabled pupils and those who have
special educational needs is very effective in helping them to make the same strong
progress as their classmates.
Parents, carers and pupils agree with inspectors that the teaching is very effective at
the academy and is developing the pupils’ skills in communication, reading, and
mathematics extremely well. Pupils’ spiritual, moral, social, and cultural awareness is
developed very well through a number of subjects. Reading is taught very effectively
and is supported by high-quality daily phonics sessions in Reception Year and Key
Behaviour and safety of pupils
Pupils’ behaviour at the academy is outstanding. High expectations are sought by the
staff, who model excellent behaviour which is learnt and adopted by the pupils
quickly. A strong moral code exists and all pupils, including those in the Early Years
Foundation Stage, demonstrate clearly an understanding of right and wrong. Pupils
are keen to take up responsibilities at the school and this can be best seen in the
way that the ‘Squaddies’ organise activities for the younger pupils to take part in
during the lunch break.
Pupils enjoy school, play together particularly well and understand the importance of
keeping everyone safe. They work very well together and the academy has placed a
strong emphasis on teamwork, which has proved to be extremely successful.
Learning in lessons is highly effective and pupils are very keen to learn. They have a
very positive attitude towards their learning and disruption to learning is non-
existent. Pupils value the rewards systems and appreciate the way that success is
valued and celebrated.
Almost all parents and carers believe that behaviour at the academy is good and that
their children are safe. They noted that there has been some bullying, but this has
been resolved quickly by the academy. Pupils report that there is very little bullying
of any kind, including physical, emotional, and cyber-bullying. They know that the
adults will deal with any problems they may have very quickly and very effectively.
Attendance has improved strongly and is now above average, due to successful work
to raise awareness of levels of absence with parents and carers. Pupils are rarely late
into the academy or lessons and understand the need to have good attendance.
Leadership and management
Clear direction and vision from the inspirational headteacher have created a learning
culture that fosters high expectations from both staff and pupils. That has led to
exceptional practice and outcomes in a friendly and cohesive school community
where every child genuinely does matter.
Leadership and management at all levels, including the governing body, are
outstanding. They support the drive for sustained improvement at the academy fully,
with an attention to detail which ensures all areas are monitored and examined fully
to strive for the very best. Excellent links exist with the nearby children’s centre and
nursery that enhance their work with families and the local community successfully.
The governing body is challenging, supportive and fulfils all its statutory
responsibilities very effectively, including equalities legislation to combat
discrimination and ensuring that the requirements for safeguarding are effective and
fully met. It is fully conversant with the academy’s strengths and aspects that need
further development and is completely involved in the self-evaluation and
improvement planning process.
Very regular and challenging monitoring of teaching at the academy has resulted in
the quality being outstanding. Teachers are supported very well and developed to
improve their practice and information on the quality of teaching is used to ensure
that appropriate professional development is available through performance
The curriculum is continually under scrutiny to ensure that it meets the needs of all
pupils and provides them with a wide range of memorable experiences. It is broad
and balanced and the cross-curricular tasks provide excellent opportunities to embed
the pupils’ literacy, numeracy, and information and communication technology skills.
Displays around the school provide first-rate stimulus for learning and are used well
to promote outstanding work. However, the environment within the Early Years
Foundation Stage has yet to fulfil its potential to provide a vibrant learning
experience that encourages creativity.
Pupils’ cultural development is enhanced with the very well-developed links with the
Shanghai Dong Zhan Primary School in China and Gumpa School in India. Activities
such as assemblies, violin tuition for all pupils, and very enthusiastic singing by Key
Stage 2 all support the work being undertaken within the curriculum to promote
spiritual development. Residential camps and extra-curricular clubs help develop
social skills and are very much enjoyed by the pupils.
Leaders and managers use the academy’s assessment and tracking system to
monitor the performance of individuals rigorously. Pupil progress meetings allow
teachers to discuss the progress of individual pupils. Pupils who are identified as not
making the required progress are quickly and very effectively targeted with
successful interventions that produce outstanding academic outcomes, ensuring
equality of opportunity.
The quality of the academy’s self-evaluation and ‘vision’ improvement plans is
excellent and focused on sustaining and continually raising its effectiveness. They
fully reflect the academy’s capacity for improvement.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools i nclude special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour: how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety: how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
15 June 2012
Inspection of St Columb Major Academy, St Columb TR9 6RW
Thank you for welcoming us to your academy recently, talking to us about your work
and telling us about your academy and what you like about it. We enjoyed talking to
you and would especially like to thank those of you who met with an inspector or
completed the questionnaire.
We are always pleased when we see pupils enjoying learning and we certainly saw
that at St Columb Major. You told us that you have lots of fun in lessons and when
you are with your friends. You thought that the teachers made sure that lessons
were fun to do. As you grow up it is important that you remember wonderful
moments. The singing that we heard from the Key Stage 2 pupils was fantastic and it
was great to see you all enjoy it so much. Those of you who did the wonderful ‘Fun
Fit’ session showed us how much you have achieved since you started the
programme – well done!
You told us that your academy is great and we agree with you. We believe that
everything about your academy is outstanding. Even outstanding academies can
carry on improving, however, and I know your headteacher and teachers want to do
just that. We have asked them to make some improvements in the Reception classes
so that the classrooms and outside area are more vibrant to encourage the children
to be more creative.
We enjoyed coming to your academy. You can help it to improve by continuing to
work hard and concentrating on your work in every lesson.
Lead inspector (on behalf of the inspection team)