Trannack Community Primary School
Headteacher: Mrs Cherry Hawker Ba Ed Honours
54 pupils, Mixed
|Unique Reference Number||111825|
|Inspection dates||28–29 January 2010|
|Reporting inspector||Ronald Hall|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||51|
|Appropriate authority||The governing body|
|Chair||Mr Jeff Davis|
|Headteacher||Mrs Cherry Hawker|
|Date of previous school inspection||24 April 2007|
|Cornwall TR13 0DQ|
|Telephone number||01326 572100|
|Fax number||01326 572100|
|Inspection dates||28–29 January 2010|
© 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:
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|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
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.
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:
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 safe||1|
|The extent to which pupils adopt healthy lifestyles||1|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
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 partnerships||2|
|The effectiveness of care, guidance and support||1|
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 carers||1|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||2|
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for money||2|
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
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.
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 school||18||64||10||36||0||0||0||0|
|The school keeps my child safe||21||75||7||25||0||0||0||0|
|My school informs me about my child's progress||17||61||10||36||0||0||0||0|
|My child is making enough progress at this school||17||61||10||36||0||0||0||0|
|The teaching is good at this school||22||79||5||18||0||0||0||0|
|The school helps me to support my child's learning||19||68||7||25||0||0||0||0|
|The school helps my child to have a healthy lifestyle||19||68||9||32||0||0||0||0|
|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)||15||54||8||29||0||0||0||0|
|The school meets my child's particular needs||19||68||9||32||0||0||0||0|
|The school deals effectively with unacceptable behaviour||15||54||11||39||0||0||0||0|
|The school takes account of my suggestions and concerns||13||46||13||46||0||0||0||0|
|The school is led and managed effectively||10||36||10||36||4||14||2||7|
|Overall, I am happy with my child's experience at this school||21||75||7||25||0||0||0||0|
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%.
|Grade 1||Outstanding||These features are highly effective. An oustanding 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 improves.|
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
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.
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 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.
1 February 2010
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.
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.
|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: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|