phone: 01872 263322
headteacher: Mr Mark Lees
420 pupils capacity: 90% full
185 boys 49%
190 girls 50%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 178295, Northing: 44681
- GPS coordinates
- Latitude: 50.26, Longitude: -5.1119
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 14, 2014
- Region › Const. › Ward
- South West › Truro and Falmouth › Threemilestone and Gloweth
- Urban > 10k - less sparse
- Private Finance Initiative
- Part of PFI
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Richard Lander School TR36LT (1281 pupils)
- 0.5 miles Truro and Penwith College TR13XX
- 0.6 miles Oak Tree School TR49NH
- 1 mile Cornwall Hospital Education Service TR13LJ
- 1.1 mile Trescol Vean School TR36EG
- 1.2 mile Truro School Preparatory School TR13QN (257 pupils)
- 1.7 mile Truro Learning Academy TR13PQ (104 pupils)
- 1.8 mile Treyew Primary School TR13PQ
- 1.9 mile Glynn House Short Stay School TR13AY
- 1.9 mile Glynn House Short Stay School TR13AY (5 pupils)
- 2 miles Chacewater Community Primary School TR48PZ (138 pupils)
- 2 miles Education Out of School/Carrick TR13AS
- 2.3 miles Bosvigo School TR13BJ (293 pupils)
- 2.4 miles Shortlanesend Community Primary School TR49DA (109 pupils)
- 2.4 miles St Michael's Catholic Small School TR13JD
- 2.5 miles Truro Nursery School TR13RJ (76 pupils)
- 2.5 miles Kea Community Primary School TR36AY (206 pupils)
- 2.5 miles St Mary's CofE School, Truro TR13RJ (203 pupils)
- 2.5 miles Truro High School TR12HU (385 pupils)
- 2.7 miles Three Bridges TR48EG (7 pupils)
- 2.9 miles Cusgarne Community Primary School TR48RW (78 pupils)
- 2.9 miles Archbishop Benson CofE Primary School TR11BN
- 2.9 miles Archbishop Benson CofE Primary School TR11BN (428 pupils)
- 3.1 miles Blackwater Community Primary School TR48ES (102 pupils)
Polstain Road, Threemilestone, Truro, TR3 6DH
|Inspection dates||14–15 May 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils’ attainment is above average. Children |
All groups of pupils, including the most able,
Teaching is good, and contributes strongly to
Pupils behave outstandingly well. They are
in Reception and pupils in Years 1 to 6
those in receipt of additional funding and
those who are disabled or have special
educational needs, make good progress.
the good achievement. Teachers manage
their classes well and usually make sure that
pupils do work which is at a level which helps
them learn well.
very keen to do well in lessons. They thrive
on responsibility and love coming to school,
where they feel very safe.
| Governors support school leaders well. Leaders |
All staff share the leadership’s commitment to
Pupils enjoy not just lessons but the wide
Parents are very appreciative of the school,
at all levels check the quality of teaching and
continually improve the school and raise its
performance to the highest levels. The school’s
successes since its previous inspection show
that the school has a strong capacity to
range of clubs and activities which the school
offers, sometimes in conjunction with other
both for the quality of care for their children
and the progress they make.
| Occasionally more-able pupils do not do |
There are inconsistencies in the way teachers
sufficiently challenging work in lessons which
would help them meet their full potential.
mark pupils’ work and ensure pupils respond
to their written comments.
| Pupils sometimes make slower progress in |
writing than in reading or mathematics
because some teachers give them limited
opportunities to write at length in subjects
outside of English lessons.
|Inspection report:||Threemilestone School, 14–15 May 2014||2 of 10|
Information about this inspection
- The inspectors observed 14 lessons, taught by 13 teachers. Four of the observations were
carried out jointly with the headteacher or deputy headteacher. Inspectors also made several
shorter visits to classroom sessions.
- The inspectors held meetings with the headteacher, other staff, a group of pupils and 11
governors. They also spoke to several parents.
- The inspection team took account of 57 responses to the online questionnaire (Parent View) and
the record of responses to the school’s own recent survey of parents’ views. Inspectors
scrutinised 31 questionnaires returned by staff. They looked at responses to the school’s recent
survey of pupils’ views.
- The inspection team observed the school’s work and looked at a variety of documentation,
including the school improvement plan, the school’s checks on its own performance, minutes of
governing body meetings, information on pupils’ current progress and records relating to
safeguarding. Inspectors also looked at examples of pupils’ work.
|John Laver, Lead inspector||Additional inspector|
|Robert Arnold||Additional inspector|
|Janet Sharp||Additional inspector|
|Inspection report:||Threemilestone School, 14–15 May 2014||3 of 10|
Information about this school
- Threemilestone School is larger than the average-sized primary school.
- The majority of pupils are White British.
- The proportion of pupils eligible for the pupil premium, which is additional funding provided by
the government for children in local authority care or pupils known to be eligible for free school
meals, is below the national average.
- The proportion of disabled pupils and those with special educational needs supported through
school action is below average. The proportion of pupils supported at school action plus or with
a statement of special educational needs is below average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- There are two Reception classes and two classes in each of the year groups between Year 1 and
- The school shares its site with a privately-run pre-school, which is inspected separately.
- The school runs a before-school breakfast club and an after-school club.
- Three months ago the school restructured its senior leadership team to redefine some roles and
What does the school need to do to improve further?
- Improve teaching, so that more of the good teaching becomes outstanding, by making sure
teachers always give more-able pupils work earlier in lessons which will really challenge them
to reach their full potential
teachers’ marking is consistently helpful in showing pupils how to improve their work and that
they ensure they act upon teachers’ comments
teachers find more opportunities to develop high-quality writing in lessons in subjects which
currently do not have a strong focus on literacy.
|Inspection report:||Threemilestone School, 14–15 May 2014||4 of 10|
|The achievement of pupils||is good|
- Children join the school in Reception with levels of skill and knowledge in line with those typical
for their age. As a result of mostly outstanding teaching in Reception, children make outstanding
progress there, many joining Year 1 with above average attainment.
- Inspectors saw children in Reception making this outstanding progress in a variety of activities.
Sometimes these took place in the classroom, sometimes outside. For example, inspectors
observed some children exploring the wildlife in their forest in the school grounds, whilst others
were practising their biking skills in the playground. The children made great strides in their
personal development, working and playing together eagerly. At the same time they rapidly
gained basic language, literacy and counting skills.
- From Year 1 onwards, pupils make good progress as they move from year to year. They leave at
the age of 11 with above average attainment. It is particularly high in reading. Inspectors heard
several pupils reading confidently and talking about their reading habits. In the last check on
phonics (the link between sounds and letters), Year 1 girls did not do as well as expected. The
school has addressed this issue by improving the teaching of phonics.
- Pupils throughout the school have well-developed speaking and listening skills. They speak
clearly and confidently, both in lessons and in assemblies.
- Progress in mathematics has varied in the past. However, the school has worked to improve
teaching and learning in mathematics, through measures such as encouraging teachers to coach
each other. They have increased their expertise and confidence in the subject, with positive
- Pupils achieve well overall because all groups share in the good progress. Pupils supported by
the pupil premium have not achieved as well as other pupils in the school in the past. The
leadership identified this as an area for improvement, and provided extra staff support and
resources to enable these pupils to progress at a faster rate. As a result, in most classes there is
no longer a significant difference in the rates of progress in English and mathematics between
different groups of pupils.
- This is also the case for disabled pupils and those with special educational needs. Some of these
pupils also underachieved in the past. The school has provided a lot of extra support for these
pupils, both inside and out of the classroom, and their progress has improved in the current
- Progress in writing still varies, sometimes between year groups and within them, although
overall standards of writing are above average. The variation is partly due to some teachers not
giving pupils enough opportunities to write at length when they are studying topics such as
geography or science outside of their English lessons.
- In the last national tests, a few more-able pupils in Year 6 did not attain the higher levels of
which they were capable. The leadership has worked successfully to raise expectations of more-
able pupils. For example, able mathematicians in Year 6 go to the local secondary school for
regular mathematics teaching. As a result, these pupils, like other groups, are meeting
challenging targets in reading, writing and mathematics this year.
- Occasionally more-able pupils still do not achieve as much as they could in individual lessons.
This happens when they do not do activities with sufficient challenge until later in the lesson,
rather than early on. This is the main reason why achievement is not yet outstanding.
- Parents, when responding to the school’s own survey and talking to inspectors, are
complimentary about their children’s progress.
|The quality of teaching||is good|
- Although there are aspects of outstanding teaching in the school, it is good overall. This has
been so for some time and applies throughout the school, although inspectors saw particularly
effective teaching in Reception. Children there benefit from a very good range of activities, both
when working and playing on their own or when working closely with a teacher or another adult.
|Inspection report:||Threemilestone School, 14–15 May 2014||5 of 10|
- There are very good relationships in class, with pupils eager to learn. They respond well when
answering questions which test and reinforce their learning. They also learn well when working
in small groups either with a teacher, a teaching assistant, or by themselves. Pupils told
inspectors that they enjoyed lessons and have respect and affection for staff.
- There is particularly effective teaching in some subjects. Music has a very high and successful
profile in the school. For example, all pupils in Year 4 learn a brass instrument. The school has a
high reputation for its choir.
- Attainment has improved in physical education, partly because teachers' skills in the subject
have been boosted through the school buying in specialist teaching, paid for by primary sports
funding. Consequently, all pupils are benefiting, and the school also has an increasingly
successful record in competitive sport.
- Teaching assistants play an important role in helping pupils supported by the pupil premium,
disabled pupils and those with special educational needs to increase their skills in English and
mathematics. The school provides extra support for some of these pupils in small groups, or as
individuals, both inside and outside lessons.
- Teachers are very positive about the good opportunities the school provides for their own
professional development. Some come from supporting each other, some from opportunities
outside school, for example when working with teachers from schools in the local cluster.
- Teaching is not outstanding because there are still some variations in quality between classes,
due to the different expectations of teachers. Occasionally there is limited challenge for more-
- Pupils believe that they know how well they are doing and understand their targets. However,
although teachers are conscientious in marking work and giving feedback, some of their
comments are more helpful than others in showing them how to improve their work. Pupils in
some classes are more likely to be made to act directly upon teachers’ comments than in others.
|The behaviour and safety of pupils||is outstanding|
- The behaviour of pupils is outstanding. Pupils are excellent ambassadors for the school, which
has a very positive reputation in the local community.
- Pupils are very keen to learn, so that lessons are full of purposeful activity. Relationships are
excellent. The positive climate for learning underpins the good and improving achievement,
beginning in Reception and continuing throughout the school.
- The parent support adviser has worked closely with several families to improve attendance. This
has resulted in above average attendance, which is also reflected in pupils’ obvious enjoyment of
the wide range of activities which the school offers. These include popular before-school and
- The many sports and other clubs which the school provides have a high take up. All pupils from
Year 2 onwards enjoy one of several residential trips.
- The school puts considerable emphasis on developing pupils’ willingness to take on personal
responsibility and involvement in community activities. There is an active school council. There is
also a school parliament, with ‘ministers’ consulting with staff and playing a role in important
activities such as the appointment of new staff, including a headteacher. Pupils take
responsibility for lunchtime activities, support each other and help to draw up school policies.
- Pupils are very welcoming and polite to visitors. Parents comment on the ‘lovely’ ethos of the
school. The school ensures equal opportunities for all and has successfully tackled the few issues
of discrimination that existed in past years, such as those surrounding racist name calling.
- The school’s work to keep pupils safe and secure is outstanding. The school meets all
safeguarding requirements. Parents and pupils confirm that pupils of all ages feel very safe and
happy in school. The school teaches safety awareness in lessons, in assemblies and through
visits. Pupils understand the nature of bullying, but insist that it is not an issue.
|Inspection report:||Threemilestone School, 14–15 May 2014||6 of 10|
- The school gives parents extensive information on how to support their children’s well-being and
learning. Each class has its own homework policy. There are regular newsletters. Parents are
encouraged to come into school for assemblies and events designed to inform them about
|The leadership and management||are good|
- Leadership and management are good, partly because school leaders have been very effective in
carrying out changes smoothly, for example in a recent restructuring of the leadership team.
Staff were unanimously positive in telling inspectors how they supported the leadership’s drive
- The leadership has an accurate understanding of the school’s strengths and areas for
development. Its improvement plans focus on the right priorities.
- Senior leaders, subject leaders and year leaders all check the quality of teaching and learning
regularly and are committed to improving both.
- One of several improvements since the previous inspection has been the development of a
detailed system of assessment of each pupil’s progress. This is discussed at pupil-progress
meetings and making sure that all pupils get the support necessary to help them achieve well.
- The leadership ensures that all staff are held accountable, since pay and promotion are clearly
linked to staff performance and pupils’ progress. The leadership provides good opportunities,
often in conjunction with local schools, for staff to develop their expertise.
- The partnerships with other schools are very productive for pupils as well as staff. For example,
the school plans joint activities for more-able pupils with other local schools.
- The leadership works hard to give pupils a rich experience at school, for example through music.
There is a range of exciting visits. Two foreign languages are taught. Sport is a developing
strength, and the school has used its primary sport funding well to increase staff expertise in
physical education and provide more opportunities for pupils.
- The local authority has had limited involvement in the school, because it recognises the school’s
strengths and its ability to generate improvement largely from its own resources.
- The school creates many opportunities for pupils’ spiritual, moral, social and cultural
development. During the inspection, inspectors saw a very effective assembly on different forms
of caring. Pupils eagerly take part in assemblies.
- Staff, parents and pupils are very complimentary about the school’s leadership. The leadership
and management have many strengths, including tackling all the key issues from the previous
inspection. For example, the school has greatly improved outdoor learning for children in
- Leadership is not yet outstanding because some of the improvements to teaching and learning
are not yet secure enough to have ironed out all inconsistencies, although this is clearly a school
which has the capacity to improve further.
- The governance of the school:
Inspectors met a large number of governors, because they were very keen to demonstrate
their commitment to the school. The governing body is very active in visiting the school in
various capacities, including going into lessons and talking to staff and pupils. Governors have
a very good understanding of how well pupils do in relation to others in the country and how
well they have progressed in the school. They are slightly optimistic about the strength of
teaching overall, but do accept that there are a few areas of consistency which still need to be
worked on. Governors were able to tell inspectors about the impact of additional funding on
pupil progress and how pupils have benefited from developments in sports facilities and
teaching. They have the confidence to challenge the leadership to explain its decisions, for
example over the restructuring of the leadership team. Governors have a good understanding
of their responsibilities to ensure good safeguarding and to oversee the process by which the
school’s performance is judged, including the way rewards to staff are linked to progress.
Governors benefit from good opportunities to develop their own professional expertise. They
are rightly proud of the school and, like the staff and pupils, governors are determined both to
maintain the school’s strengths and build on them further.
|Inspection report:||Threemilestone School, 14–15 May 2014||7 of 10|
|Inspection report:||Threemilestone School, 14–15 May 2014||8 of 10|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Threemilestone School, 14–15 May 2014||9 of 10|
|Unique reference number||111877|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||382|
|Appropriate authority||The governing body|
|Date of previous school inspection||3–4 June 2009|
|Telephone number||01872 263322|
|Fax number||01872 222995|