School etc

Treverbyn Academy

Treverbyn Academy
St Austell

phone: 01726 850503

head teacher: Mr Alan Craig

school holidays: via Cornwall council

262 pupils aged 2—10y mixed gender
210 pupils capacity: 125% full

140 boys 53%

≤ 2133y194a104b34c85y106y167y168y149y1810y13

120 girls 46%


Last updated: June 24, 2014

Primary — Academy Sponsor Led

Education phase
Establishment type
Academy Sponsor Led
Establishment #
Open date
Sept. 1, 2011
Reason open
New Provision
OSGB coordinates
Easting: 201722, Northing: 57016
GPS coordinates
Latitude: 50.38, Longitude: -4.7901
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 8, 2013
Region › Const. › Ward
South West › St. Austell and Newquay › Bugle
Village - less sparse
Free school meals %
Trust school
Is supported by a Trust
Learning provider ref #

rooms to rent in St. Austell

Schools nearby

  1. Treverbyn Community Primary School PL268TL
  2. 1.2 mile Bugle School PL268PD (184 pupils)
  3. 1.4 mile Treverbyn Primary (TEC) PL268XR
  4. 2.1 miles Carclaze Community Infant School PL253AG
  5. 2.1 miles Carclaze Community Primary School PL253TF (409 pupils)
  6. 2.2 miles Carclaze Community Junior School PL253TF
  7. 2.2 miles Luxulyan School PL305EE (80 pupils)
  8. 2.3 miles Cornwall College PL254DJ
  9. 2.5 miles Poltair School PL254BZ (738 pupils)
  10. 2.5 miles St Austell Sixth Form College PL254BZ
  11. 2.6 miles Bishop Bronescombe CofE VA School PL253DT
  12. 2.6 miles St Austell College PL254BU
  13. 2.6 miles Bishop Bronescombe CofE School PL253DT (362 pupils)
  14. 2.7 miles Roche Community Primary School PL268EP (202 pupils)
  15. 2.7 miles Sandy Hill Community Primary School PL253AT
  16. 2.7 miles Mid Cornwall College PL254BW
  17. 2.7 miles Sandy Hill Academy PL253AT (317 pupils)
  18. 2.8 miles Restormel PRU PL254AJ
  19. 2.8 miles Restormel PRU PL254AJ (11 pupils)
  20. 2.9 miles Whitemoor Community Primary School PL267XQ
  21. 2.9 miles Whitemoor Academy PL267XQ (96 pupils)
  22. 3 miles Mount Charles School PL254PP (428 pupils)
  23. 3 miles St Austell Infant School PL255BW
  24. 3.1 miles Penrice Community College PL253NR

List of schools in St. Austell

School report

Treverbyn Academy

Stenalees, St Austell, PL26 8TL

Inspection dates 7–8 May 2015
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Requires improvement 3
Leadership and management Requires improvement 3
Behaviour and safety of pupils Good 2
Quality of teaching Requires improvement 3
Achievement of pupils Requires improvement 3
Early years provision Requires improvement 3

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because
The school has the following strengths

Pupils’ achievement over time has not been good,
Pupils’ attainment in grammar, punctuation and
Pupils do not always show sufficient pride in their
On occasions, teachers do not set work at the
as progress rates have not been fast enough. Until
this year, attainment has been below average in
both Key Stage 1 and Key Stage 2.
spelling is not yet high enough to enable pupils to
become fluent writers.
work. Teachers do not always insist on the highest
standards of presentation and handwriting.
right level, or plan to extend pupils’ thinking
effectively, especially in mathematics. As a
consequence, the work is sometimes too easy or
too difficult for the different groups of pupils.
Until recently, too few children in Reception
Senior leaders’ checks on the impact of teaching on
Middle leaders, some relatively new to their roles,
In the past, governors have not gathered their own
reached good enough levels of development. As a
result, they were not all ready for Year 1 on leaving
the early years.
pupils’ achievement are not focused sharply enough
on how well different groups of pupils learn. They
do not identify weaknesses and ensure that they
are fully resolved.
have had insufficient time to help colleagues to
improve their practice and to evaluate the impact of
their work.
information to provide evidence to challenge school
leaders about why teaching and pupils’ achievement
are not better. Consequently, their ability to hold
leaders to account has been limited.
The interim Principal, and the new senior
Teachers plan motivating activities across subjects
leadership team, have already introduced some
effective improvements to teaching, behaviour
and rates of pupils’ progress. They have set high
expectations of what pupils can achieve.
that capture pupils’ interests. These help to
promote their spiritual, moral, social and cultural
development well.
Pupils’ behaviour is good. The effective
relationships between adults and pupils create an
environment where pupils feel safe and eager to

Information about this inspection

  • The inspectors observed teaching and learning across the school, some in conjunction with the head of
    teaching and learning. In addition, they made visits to classrooms, the dining hall, the breakfast club and
    the playground.
  • Meetings were held with pupils, members of the governing body and school leaders. The lead inspector
    also met with a representative of the ASPIRE academy trust.
  • Inspectors took account of the 46 responses to the on-line parental questionnaire (Parent View) and
    written correspondence, as well as consulting informally with parents at the start of the school day. They
    also took account of the 22 responses to the Ofsted staff questionnaire.
  • Inspectors observed the school’s work and looked at a range of documents, including the school’s
    improvement plans. They examined information on current pupils’ progress, minutes of the governing
    body meetings, safeguarding procedures and the plans for the use of additional sport funding.
  • Inspectors heard pupils read, talked to them in classrooms and evaluated samples of their work.

Inspection team

Sandra Woodman, Lead inspector Additional Inspector
Alison Nettleship Additional Inspector

Full report

Information about this school

  • This academy is smaller than the average-sized primary school. Pupils are organised in seven classes, all
    of which are single-age groups.
  • The academy is sponsored by Sandy Hill Academy which is a member of the ASPIRE Academy Trust.
  • The interim leaders took up post in February 2015, following the resignation of the previous Principal.
  • The very large majority of pupils are White British.
  • All the children in the early years (Reception class) attend full time.
  • The proportion of pupils eligible for the pupil premium is above average. This is additional government
    funding provided to give extra support to those pupils who are eligible for free school meals or children
    who are looked after by the local authority. Currently, there are very few children on roll who are looked
    after by the local authority.
  • The proportion of disabled pupils and those with special educational needs is below average.
  • The academy provides care for pupils through the breakfast club. It also runs a private nursery for
    children from birth to four years old. The nursery did not form part of this inspection.
  • The academy meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress at the end of Year 6.

What does the school need to do to improve further?

  • Strengthen teaching so that all groups of pupils make good progress by ensuring that teachers:
    set work that is suitably challenging for all pupils
    plan activities that deepen pupils’ thinking and understanding, especially in mathematics
    insist on high standards of presentation and handwriting in all subjects.
  • Raise pupils’ attainment in writing by:
    ensuring that children in the early years learn to form letters correctly
    making sure that teachers develop systematically the basic skills of grammar, punctuation and spelling
    enabling pupils to extend their skills by writing at length across subjects.
  • Increase the effectiveness of leadership and management by ensuring that:
    all leaders evaluate precisely the impact of teaching on pupils’ achievement to enable them to identify
    weaknesses and address them promptly
    the skills and expertise of middle and subject leaders are further developed to increase their impact on
    the quality of teaching and pupils’ achievement
    governors acquire the skills and confidence to enable them to check systematically the work of the
    school for themselves, so that they are better able to hold leaders to account.
    An external review of governance should be undertaken to assess how this aspect of leadership and
    management may be improved.

Inspection judgements

The leadership and management require improvement
  • Leadership and management require improvement because, until recently, leaders have not secured
    enough effective teaching to ensure that all pupils make consistently good progress.
  • Since the previous inspection, there have been considerable changes to the leadership and staffing of the
    academy. These have slowed progress for a time. Following the appointment of the interim Principal and a
    new leadership team, the pace of improvement has increased.
  • Senior leaders have eradicated the weakest teaching and have provided training and support to improve
    the teaching still further. However, as yet, they do not check rigorously enough on the impact of teaching
    by looking at the progress of different groups of pupils in lessons and in their books. As a result, they do
    not always identify any weaknesses in practice and resolve them quickly.
  • Middle and subject leaders, some relatively new to their roles such as in the early years, have been
    trained appropriately and know what needs to improve in their areas of responsibility. So far they have
    had insufficient time to evaluate the impact of their work to improve teaching and pupils’ achievement.
  • The arrival of the effective new senior leaders has seen a transformation in the confidence of staff, pupils
    and their parents. Without wasting any time, they have created a culture where effective teaching and
    good behaviour are the norm. They have established a well-targeted programme for improvement which
    is being implemented systematically.
  • Teachers’ targets for improvement are suitably challenging. Teachers are aware that their pay increases
    are based on good performance.
  • The leadership of special educational needs has become more effective with the precise targeting of
    support which is helping to raise progress rates for disabled pupils and those with special educational
  • Equality of opportunity is promoted across the academy. Leaders promote good relationships and tackle
    discrimination effectively. There have been very few incidents of harassment since the previous inspection.
    The support provided for disadvantaged pupils supported by the pupil premium is well thought out, so
    that, increasingly, their differing needs are met. This has resulted in these pupils achieving as well as
    others in school.
  • Pupils’ learning across subjects is varied and interesting, such as the recent visit to the Cornwall
    showground to learn farming skills and country crafts, and the ‘general election’ held to teach pupils about
    democracy. These contribute well to the development of pupils’ spiritual, moral, social and cultural skills,
    helping to prepare pupils effectively for life in modern Britain.
  • Leaders have worked hard to maintain the confidence of parents during a period of great turbulence. Most
    parents are very supportive of the school and appreciate what the new leadership team is trying to
  • Plans for the use of the additional primary school sport funding show that a greater proportion of pupils
    have taken part in competitions and after-school sports clubs such as basket-ball, tag rugby and athletics.
  • Safeguarding arrangements are effective. There are well-managed procedures in place to ensure that
    statutory requirements are met. Staff training in child protection is up to date.
  • Timely and effective support from the academy trust has helped to secure effective leadership for the
    school. This support has been particularly valuable to governors and senior leaders in managing the
    performance of staff.
  • The governance of the school:
    Governors have strongly supported the developments made by the interim Principal and new leadership
    team, which have led to improvements in teaching and achievement. They are now more involved in
    evaluating the work of the school alongside senior leaders.
    Until recently, they were not given an accurate view of the quality of teaching or of pupils’ achievement
    compared to national standards. Governors asked challenging questions about why teaching and
    achievement were not better. However, they did not check the work of the school systematically for
    themselves and so their ability to hold leaders to account for the school’s performance was limited.
    Governors have a good understanding of how performance management is used to tackle
    underperformance and improve teaching, and how this links to pay progression.
    Governors ensure that school finances are well directed to support developments in teaching and
    learning. They know about the difference the pupil premium is making to the attainment of
    disadvantaged pupils. They are aware that the sport funding has been used to introduce more
    competitions and sports for pupils.
    Governors make sure that their policies and guidance for safeguarding are followed rigorously. Also,
    that their own training, and that of staff, meets current requirements.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. They behave well in lessons and around the school. Typically, they are
    very well mannered and friendly.
  • Pupils usually concentrate well and try hard with their tasks. They respond quickly to teachers’ instructions
    so that generally the learning flows without interruption. These positive attitudes are contributing to the
    better progress now being made.
  • Behaviour is not yet outstanding as sometimes a few pupils lose focus when tasks are not set at the
    correct level for their ability, and their progress slows. Some pupils could take more pride in the
    presentation of their work.
  • Teachers manage behaviour consistently well and pupils are clear about the systems to promote good
    behaviour. The academy’s records show that the number of incidents of poor behaviour has reduced
    significantly this year. The small number of pupils with poor behaviour is supported well and this has
    eliminated the need for exclusion.
  • Pupils enjoy taking on additional responsibilities. School councillors delight in their role as decision makers
    and wear their badges and ‘blazers of office’ with great pride.
  • Attendance is in line with the national average. Senior leaders have taken effective steps to reduce any
    unnecessary absences.
  • The school’s work to keep pupils safe and secure is good. Pupils say that they feel very safe in school
    because the adults look after them well. All staff and most parents who completed the on-line
    questionnaire agree.
  • Pupils are clear about what constitutes bullying and the forms this can take, but are clear that it rarely
    happens here. Any minor problem is sorted out quickly and effectively by the adults.
  • Pupils have a good understanding of how to keep themselves safe from harm, for example, on the
    internet. The academy has provided effective training for them in e-safety, road and water safety, so that
    pupils know how to stay safe both in and out of school.
The quality of teaching requires improvement
  • Teaching requires improvement because, over time, there has not been enough consistently good
    teaching to ensure that all groups of pupils achieve well. Whilst current teaching shows improvement, and
    teachers have higher expectations of what pupils can achieve, some inconsistencies remain.
  • On occasions, teachers do not set work with the right level of challenge for all groups of pupils.
    Sometimes, pupils complete the work too easily, while some others find it too difficult. This slows the pace
    of learning. For example, in one exercise, pupils in a middle ability group had to wait for each other to
    estimate the capacity of each container before being allowed to test out their ideas. The learning of the
    quicker learners was delayed while waiting for others to catch up, which slowed their progress.
  • Teachers do not always teach the basic skills of grammar, punctuation and spelling comprehensively
    enough to enable all pupils to become fluent writers. They do not encourage all pupils to take sufficient
    pride in their work and develop good handwriting skills. The opportunities for pupils to write at length
    across subjects, to practise and extend their skills, are limited.
  • In mathematics, there are too few challenging investigation tasks that require all pupils to extend their
    thinking and make connections in their learning about numbers to other areas, such as geometry. This
    limits the depth of their understanding of mathematical concepts.
  • Reading skills are taught effectively and teachers encourage pupils to read widely and frequently. They
    develop pupils’ comprehension skills systematically through well-focused small-group activities.
  • Teachers plan activities that increasingly hold pupils’ interest and motivate pupils to try hard in their
    learning. For example, in one class, pupils were enthusiastically planning the ‘letters’ they would write to
    their ‘owner’ as if they were coloured crayons, to put across their views. They enjoyed this challenge and
    were motivated to persevere with their task and achieve well.
  • Teachers assess pupils’ achievement regularly and their marking is extremely thorough, in line with the
    school’s policy. Pupils respond enthusiastically to the guidance offered, which is leading to faster progress.
    Teachers question astutely, check the learning in lessons and re-shape their explanations to address any
  • In the past year, teachers and teaching assistants have worked together effectively to ensure that
    disabled pupils and those with special education needs receive the precise help that they need to be
    successful. Consequently, these pupils are making better progress through small-group activities and
    through individual support.
  • The academy provides well-targeted academic support for disadvantaged pupils through extra individual
    teaching and their progress is currently good. There is a carefully tailored programme of help to ensure
    that the emotional needs of these pupils are met to enable them to become confident learners.
  • Teachers are keen to improve their effectiveness and have benefited from working this year with their
    colleagues from other academies within the trust. This work has helped to develop their practice in areas
    such as assessment, which is more frequent and accurate as a result.
The achievement of pupils requires improvement
  • Pupils’ achievement requires improvement because, over time, not all groups of pupils have made enough
    progress to ensure that they attain well. Whilst there is still some unevenness between classes, better
    progress rates are leading to higher standards of attainment both in Key Stage 1 and Key Stage 2.
  • Attainment in reading, writing and mathematics has been below average in both key stages. The school’s
    own information, confirmed by inspection evidence, shows that current attainment is much improved.
    Standards in each subject are now in line with national averages and, currently, the majority of pupils are
    good progress.
  • When writing, pupils do not always demonstrate good basic skills in grammar, punctuation and spelling.
    Not all pupils take sufficient pride in their work and the quality of their handwriting is variable. They do
    not extend their skills fully by writing for longer periods across subjects.
  • Achievement in mathematics shows improvement and pupils demonstrate competency in their calculation
    work. However, their thinking is sometimes limited by a lack of challenging investigation tasks that
    encourage all pupils to apply their number skills across other aspects of mathematics, such as geometry
    and statistics.
  • In the past, disadvantaged pupils have made similar progress to other pupils nationally, in writing and
    mathematics, but less in reading. In 2014, their attainment, in Year 6, was a term behind others in school
    in reading and broadly similar in writing and mathematics. However, they were over a year behind other
    pupils nationally in each subject. Currently, these pupils are making good progress and there are no gaps
    between their attainment and that of others in school in any subject.
  • Disabled pupils and those with special educational needs are making better progress now due to the
    carefully planned help that they receive. Their work is suitably challenging and matched well to their
    needs, with higher expectations of what they can achieve.
  • In the past, the most-able pupils did not reach the standards of which they were capable as they were not
    challenged sufficiently by their work. Too few reached the higher National curriculum levels of attainment
    in Key Stage 1 and Key Stage 2 in each subject. However, the most able are currently being stretched
    effectively and their progress is good. For example, the most-able pupils in Year 6 were challenged to use
    their knowledge of percentages to work out the average attendance for their class that week. This activity
    enabled them to apply their calculation skills effectively and extend their thinking to the full.
  • In 2014, Year 1 pupils reached the national standards in the Year 1 phonics (the sounds that letters
    represent) screening check. This reflects the stronger emphasis on the teaching of early reading skills and
    pupils soon become confident readers. Pupils enjoy reading across a wide range of literature and their
    comprehension skills are being developed systematically in small-group work.
The early years provision requires improvement
  • Achievement in the early years requires improvement because, until recently, during their time in the
    Reception Year, children did not make consistently good progress from their various starting points. The
    proportions of children reaching the early learning goals have been below average in all areas of learning.
    As a result, children were not well prepared for Year 1, particularly in writing and mathematics.
  • The leadership and management of the early years require improvement because, in the past, systems for
    checking whether all children are making enough progress in each area of learning have not been rigorous
    enough. Recently, leaders have addressed this issue and the systems are now more effective.
  • Teaching also requires improvement. Previously, information about children’s learning has not been used
    precisely enough to identify gaps in their knowledge and skills. Adults have not planned activities to
    enable children to catch up and reach the levels typical for their age by the end of the Reception Year.
  • The newly introduced system for checking children’s progress enables adults to gain a clearer view of
    children’s achievement. Increasingly, they adjust the activities to improve children’s learning so that, this
    year, the majority of children are on track to achieve a good level of development in most areas.
  • Improvements to the way adults teach early reading skills are ensuring children learn to read effectively.
    There are good links to writing words and simple sentences. However, the way children form their letters
    is not always accurate and adults do not routinely address these errors.
  • The activities provided for teaching numbers is much improved and resources are bright and attractive.
    Occasionally, these lack challenge for some children and do not extend their thinking fully. For example,
    one boy was very confident doubling the spots on the ‘ladybird’s back’ up to 10, and could have handled a
    more difficult task.
  • Children behave well and enjoy their learning. Positive relationships encourage them to get on well
    together, to become confident in asking for help, and to join in with the organised activities. Good
    attention is paid to children’s welfare and the children are kept very safe.

What inspection judgements mean


Grade Judgement Description
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
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.

School details

Unique reference number 137076
Local authority Cornwall
Inspection number 462507

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Academy sponsor-led
Age range of pupils 4−11
Gender of pupils Mixed
Number of pupils on the school roll 206
Appropriate authority The governing body
Chair Andy Wright
Headteacher Roger Green
Date of previous school inspection 8–9 May 2013
Telephone number 01726 850503
Fax number 01726 850503
Email address reveal email: secr…

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