School etc Great British

Trannack Community Primary School

Trannack Community Primary School

01326 572100

Headteacher: Mrs Cherry Hawker Ba Ed Honours


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68 pupils aged 4—10y mixed gender
84 pupils capacity: 81% full

40 boys 59%


25 girls 37%


Last updated: July 21, 2014

Primary — Foundation School

Education phase
Establishment type
Foundation School
Establishment #
OSGB coordinates
Easting: 166132, Northing: 30322
GPS coordinates
Latitude: 50.127, Longitude: -5.2734
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 5, 2014
Region › Const. › Ward
South West › St. Ives › Breage, Germoe and Sithney
Hamlet and Isolated Dwelling - less sparse
Free school meals %
Trust school
Is supported by a Trust
The Helston and Lizard Peninsula Trust

Rooms & flats to rent in Helston

Schools nearby

  1. 1 mile Wendron CofE Primary School TR130PX (112 pupils)
  2. 1.4 mile Helston Community College TR138NR (1562 pupils)
  3. 1.6 mile Sithney Community Primary School TR130AE (70 pupils)
  4. 1.6 mile Parc Eglos School TR138UP (417 pupils)
  5. 1.9 mile Boskenwyn Community Primary School TR130NG (32 pupils)
  6. 1.9 mile St Michael's Voluntary Controlled Church of England Primary School TR138AR
  7. 1.9 mile St Michael's Voluntary Controlled Church of England Primary School TR138AR (360 pupils)
  8. 2.2 miles Nansloe Community Primary School TR138JF
  9. 2.2 miles Nansloe Academy TR138JF (209 pupils)
  10. 3 miles Porthleven School TR139BX (265 pupils)
  11. 3 miles Breage Church of England School TR139PZ (53 pupils)
  12. 3 miles Porthleven Junior School TR139BX
  13. 3 miles Porthleven Infant School TR139BX
  14. 3.4 miles Godolphin Primary School TR139RB (87 pupils)
  15. 3.4 miles Halwin School TR130EG (73 pupils)
  16. 3.5 miles Crowan Primary School TR140LG (83 pupils)
  17. 4.2 miles Constantine Primary School TR115AG (148 pupils)
  18. 4.3 miles Leedstown Community Primary School TR276AA (70 pupils)
  19. 4.4 miles Nine Maidens Community Primary School TR166ND
  20. 4.4 miles Nine Maidens Short Stay School TR166ND
  21. 4.4 miles Nine Maidens Short Stay School TR166ND (27 pupils)
  22. 4.6 miles Garras Community Primary School TR126AY (36 pupils)
  23. 4.7 miles Troon Community Primary School TR149ED (144 pupils)
  24. 4.7 miles Troon Community Primary School TR149ED

List of schools in Helston

Ofsted report: Newer report is now available. Search "111825" on latest issued June 5, 2014.

Trannack Community Primary School

Inspection report

Unique Reference Number111825
Local AuthorityCornwall
Inspection number337750
Inspection dates28–29 January 2010
Reporting inspectorRonald Hall

This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryCommunity
Age range of pupils3–11
Gender of pupilsMixed
Number of pupils on the school roll51
Appropriate authorityThe governing body
ChairMr Jeff Davis
HeadteacherMrs Cherry Hawker
Date of previous school inspection 24 April 2007
School addressTrannack
Cornwall TR13 0DQ
Telephone number01326 572100
Fax number01326 572100

Age group3–11
Inspection dates28–29 January 2010
Inspection number337750

© Crown copyright 2009


This inspection was carried out by two additional inspectors. The inspectors visited four teachers in nine lessons covering four hours of observations. The team held meetings with governors, staff and groups of pupils. They observed the school's work, looked at data collected by the school and local authority on pupils' progress, the school improvement plan and procedures for keeping pupils safe. A range of documentation and pupils' books were scrutinised. A total of 28 questionnaire responses from parents and carers were scrutinised, together with questionnaire responses from staff and pupils.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

    • the impact of teaching and learning on all groups of pupils
    • the impact of leadership and management at all levels, and especially the new governing body, on driving the school forward and contributing to school improvement
    • the progress of all pupils, especially more able pupils.

Information about the school

This is a smaller than average rural school with fluctuating numbers. Most pupils live outside the catchment area, travelling from the nearby town of Helston and neighbouring villages. All the pupils are from White British backgrounds. They are taught in three mixed-age classes, with children in the Early Years Foundation Stage taught in the same class as pupils in Key Stage 1. The percentage of pupils known to be eligible for free school meals is below average. The percentages of pupils with special educational needs and/or disabilities, and of those with a statement of special educational needs, are above average. The governing body has gone through some turmoil over the past two years. The current governing body is relatively new to the school in both personnel and structure.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school?


The school's capacity for sustained improvement


Main findings

Trannack Community Primary School is an effective, improving and happy school. Pupils enjoy attending. One commented, 'I love coming to see my friends and the teachers make learning fun.' The curriculum is broad, well balanced and well organised, presenting the pupils with a range of interesting and highly relevant learning opportunities. It is supported by an excellent range of extra-curricular activities, such as surfing and sailing lessons, which builds pupils' self-confidence and esteem. Pupils are polite and well mannered, and have an excellent understanding of how to keep themselves healthy and safe. The pupils and staff feel the school is highly supportive and both groups do all they can to make newcomers welcome. The views of the staff can be summed up by one comment: 'The headteacher has ensured that the school has really progressed and everything is improving.'

The dedicated and skilled headteacher supported by the leadership team and the new governing body, has effectively restructured all aspects of the school's organisation. The impact of this has been to improve the quality of teaching and learning and to achieve a marked and sustained improvement in attainment and progress in all subjects over the past two years. This demonstrates that the school has good capacity for sustained improvement. The school development plan is well focused and informed by accurate self-evaluation. Leaders and managers have created an Early Years Foundation Stage that provides a good start to the pupils' education. Children enter the Early Years Foundation Stage with expected age-related levels and make good progress to enter Key Stage 1 a little above national expectations. This continues throughout the school, with pupils now reaching levels above national averages by the end of Year 6.

The focus for the headteacher has rightly been in improving the quality of teaching and learning for all pupils to raise standards, which are now good overall. However, the modelling of exemplary teaching is not yet sufficiently shared within the school to give consistently strong teaching and learning. The school has generated a range of useful and in-depth data on individual pupils' performance and with support from the local authority has used these effectively to raise attainment and standards. It has, for example, recognised that more able pupils are not currently doing as well as they might, and has put in place robust plans to correct this. Teachers' planning, marking and assessment are having a positive impact on pupils' progress and attainment but marking is not always clear enough in showing pupils how to improve.

Trannack Community Primary School has good links with other local schools and organisations, providing a range of learning opportunities. There are good links with a wide range of external agencies, including in undertaking some outstanding work to provide early interventions in support of pupils with special educational needs. This ensures that these pupils make good progress in line with their peers. Excellent engagement with parents, particularly to support children when they first arrive in the school, further contributes to the exceptional quality of care, guidance and support for pupils.

What does the school need to do to improve further?

  • Increase the proportion of good and outstanding teaching and learning through effective modelling of good practice.
  • Ensure all teachers mark effectively to clearly inform pupils of how to improve by providing examples of and models of exemplary practice.

Outcomes for individuals and groups of pupils


In most lessons observed during the inspection pupils made good progress, with achievement for all groups being at least good. In a good mathematics lesson the pupils were fully engaged and working at a range of ability levels on a series of number challenges. Good use of collaborative work was seen to both enhance learning and encourage pupils of different ages to strive to achieve even higher results. Pupils are enthusiastic in their learning, particularly so where teaching is at its best. Those with special educational needs and/or disabilities generally make at least good progress, and the school is successfully addressing some weaker progress by higher attainers by offering work that stretches and challenges them.

Pupils play a vital role in the life of the school and community as members of an active school council, which works to raise money for numerous causes. They are increasingly involved in the development of the school and enjoy their responsibilities. Pupils' enjoyment of school is reflected in their improving attendance.

Pupils demonstrate good social skills and are helpful both to each other and to adults alike. Their good development of basic skills and effective collaboration with others prepare them well for later life. Pupils' spiritual, social and moral understanding is good and the effect of this can be seen in all they do and the way they behave. Although developing, the pupils' understanding of other cultures and the diversity within this country is not yet giving the pupils the required depth of knowledge expected. The school has a healthy approach to life, which reinforces and develops the pupils' outstanding understanding of healthy lifestyles. Pupils have an outstanding understanding of staying safe and are confident in raising any concerns.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
The extent to which pupils feel safe1
Pupils' behaviour2
The extent to which pupils adopt healthy lifestyles1
The extent to which pupils contribute to the school and wider community2
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

How effective is the provision?

Generally teachers have good subject knowledge and skills to use different approaches to engage pupils in lessons. Good use is made of a range of resources and equipment to help make lessons fun and interesting. In the majority of good or better lessons, the level of challenge and pace enthuses and motivates the pupils. In the small minority of lessons which are satisfactory, the pace is slower and the pupils are unclear of their learning objective. Generally, good use is made of partner and group work to help pupils share ideas. Pupils generally know their targets but these are not consistently reinforced during lessons or through the marking and assessment processes. Thus, in some classes opportunities are missed to reinforce learning and gain an accurate assessment of pupils' knowledge and understanding and to show them how to move forward. Teachers mostly set challenging targets for their pupils and effectively monitor pupils' progress against these, but subject leaders do not always review these regularly enough to ensure that they consistently stretch and challenge every pupil.

The changes in, and approach to, the curriculum have resulted in its supporting learning to a much greater degree than previously. Staff have worked hard to develop a curriculum which intermixes skills, knowledge and understanding in a way that allows pupils to broaden their thinking and learning. There is good use of visits and visitors to enhance learning, and resources are carefully selected to support and develop understanding. There is an excellent range of sporting and other extra-curricular activities that enrich and enhance the pupils' learning opportunities.

For those for whom learning does not come so easily, the school has good early intervention procedures to ensure good progress. The school works exceptionally well in partnership with parents and other agencies to promote pupils' well-being.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships2
The effectiveness of care, guidance and support1

How effective are leadership and management?

The effective headteacher has a clear vision for improvement, which is successfully communicated to and shared by all staff. With clear knowledge of areas for development, leaders plan appropriately for improvement. They are well supported by the governors, who increasingly challenge and monitor all aspects of the school's work. Middle managers are not yet effectively involved in monitoring target setting, planning and marking processes. This has resulted in inconsistent application throughout the school, with the more able not always achieving their best, but this is being effectively addressed by the leadership team.

The school successfully promotes equal opportunities, takes all opportunities to challenge discrimination and is very inclusive. School principles are well modelled and taught by all staff, and have a very positive impact on pupils' attitudes and personal development. The school promotes local community cohesion well, as local links are very strong and the pupils' responsible attitudes and behaviour in and around school reinforce the school ethos and teaching. The school has some national and international links but these are not providing pupils with sufficient understanding of other cultures and the effects they have on our society.

Safeguarding arrangements are good and both staff and pupils state that they feel very safe and secure in school. There are good safety and security systems in place for online learning and pupils fully understand the need for these measures.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving improvement
Taking into account:
          The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers1
The effectiveness of partnerships in promoting learning and well-being2
The effectiveness with which the school promotes equality of opportunity and tackles discrimination2
The effectiveness of safeguarding procedures2
The effectiveness with which the school promotes community cohesion2
The effectiveness with which the school deploys resources to achieve value for money2

Early Years Foundation Stage

Children achieve well in the Early Years Foundation Stage and make good progress to reach standards that are a little above average when they reach Year 1. This is due to consistently good teaching. A prime example was a session related to salt dough. Careful and thoughtful questioning and interaction between the teacher and children resulted in good responses and language use from the children. One child giggled, 'It's squidgy and stretchy.'

Children acquire the skills they need for the future well. These are developed through the consistent use of routines, giving children responsibility for small tasks and allowing them to initiate their own activities, so that they can be confident enough to make appropriate decisions and choices. Children demonstrate how to stay safe and healthy through their good behaviour. Relationships between peers, children and adults are very good. Excellent positive adult role models reinforce and develop this further.

Assessment is increasingly used effectively throughout by all staff, who monitor children's progress and record it in their 'Learning Journeys'. Group and individual observations are utilised effectively to plan activities that extend children's learning. The good leadership gives a clear direction, with a strong focus on achievement. Transition arrangements, both into and out of the provision are strong and these are closely linked to the outstandingly strong relationships with parents and carers. The school is making good use of local authority support to develop staff professionally. Leadership of the Early Years Foundation Stage takes every opportunity to refine and enhance practice further. All policies and safeguarding procedures are in place and meet requirements.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
          Outcomes for children in the Early Years Foundation Stage
          The quality of provision in the Early Years Foundation Stage
          The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Parents and carers who returned questionnaires, or who spoke to inspectors, are overwhelmingly supportive of and happy with the school. Although there were some parents who were concerned over aspects of the leadership of the headteacher and the governing body, inspection findings did not support these views. The majority of parents feel the school is well led and has a strong and capable staff team. The views of parents were summed up by the following: 'The school is doing a fantastic job. The teachers know each child and their strengths and weaknesses. My children enjoy coming to school.' Parents feel pupils make good progress, although a few felt this was not the case for all pupils. Inspectors agree that some higher attaining pupils have not made as much progress as others, but are clear that the school has now taken effective action to address this problem. Parents feel it is a very warm and caring environment and the teachers take great care of the children, and inspectors share that view.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Trannack Community Primary School to complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

The inspection team received 28 completed questionnaires by the end of the on-site inspection. In total, there are 49 pupils registered at the school.

My child enjoys school186410360000
The school keeps my child safe21757250000
My school informs me about my child's progress176110360000
My child is making enough progress at this school176110360000
The teaching is good at this school22795180000
The school helps me to support my child's learning19687250000
The school helps my child to have a healthy lifestyle19689320000
The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)15548290000
The school meets my child's particular needs19689320000
The school deals effectively with unacceptable behaviour155411390000
The school takes account of my suggestions and concerns134613460000
The school is led and managed effectively1036103641427
Overall, I am happy with my child's experience at this school21757250000

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.


What inspection judgements mean

Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese 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 improves.

Overall effectiveness of schools inspected between September 2007 and July 2008

Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

Common terminology used by inspectors


the progress and success of a pupil in their learning, development or training.


the standard of the pupils' work shown by test and examination results and in lessons.

Capacity to improve:

the proven ability of the school to continue improving. Inspectors base this judgement on 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 headteacher, to identifying priorities, directing and motivating staff and running the school.


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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.

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.

This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.

1 February 2010

Dear Pupils

Inspection of Trannack Community Primary School, Helston, TR13 0DQ

Thank you for making the inspection team feel so welcome. Your very pleasant and positive attitude towards us helped to make our visit very enjoyable. We were especially impressed by your positive approach and the pride you take in your school. You have an excellent understanding of how to stay safe and healthy. You contribute to your local school community well and take pleasure in the positive reputation of your school. Many of you highlighted how safe and happy you felt in school because the teachers and staff take great care of you all. You also stated you felt yours was a good school and we agree with your views.

The excellent relationships you have built up with the teachers and other staff encourage you to try hard and always do your best in lessons. The links you have with other schools and organisations locally help to broaden your understanding. The headteacher, governors and staff have all worked hard to make your school successful.

In order to make your school even better, we have asked school leaders to work on the following things.

    • Help teachers share best practice so that the teaching and learning in lessons are always at least good.
    • Mark your work with clearer comments so that you know how to improve it in the future.

I wish you all the best in the future and I am sure you will all continue to help make your school an even better place for you to learn.

Yours sincerely

Ronald Hall

Lead inspector

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email

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