|Name||Blisland Primary Academy|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||01 December 2011|
|Address||Waterloo, Blisland, Bodmin, Cornwall, PL30 4JX|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||14.3|
|Academy Sponsor||Bridge Multi-Academy Trust|
|Percentage Free School Meals||17.9%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||4.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a small school. It serves the local area, but with some pupils coming from further afield. The overall proportion of pupils with special educational needs and/or disabilities is slightly above average. The proportion of pupils known to be eligible for free school meals is average. All of the pupils are White British. The school has two classes. One class is for children starting school in the Early Years Foundation Stage and for pupils in Years 1 and 2. A second class is for pupils in Years 3, 4, 5 and 6. The school is accredited with the Healthy Schools award. In September 2011, the school entered into a partnership arrangement with St Cleer School near Liskeard. The two schools are now run by an executive headteacher and are actively seeking to move towards federation status. The school has been accredited as an early years provider and will be accepting pre-school children from January 2012.
This is an outstanding school. It has strengthened all areas of provision and improved rapidly since the last inspection. Parents and carers are very pleased with the quality of education and the improvements made. Typical of the comments from them were, ‘The school has a vibrant atmosphere… the children thoroughly enjoy their time here.’ Children make an excellent start in the Early Years Foundation Stage where strong provision helps them make outstanding progress. As a result of outstanding teaching throughout the rest of the school, pupils achieve very well and attain significantly above average by the end of Year 6. The school has a strong family atmosphere and staff and pupils get on extremely well together. As a result, all groups of pupils, including those who are more able and those with special educational needs and/or disabilities, become very confident and enthusiastic learners. Lessons are very well organised. Teachers ensure that all activities match pupils’ abilities precisely and draw on their interests. Excellent curriculum planning ensures that pupils have lots of opportunities to learn to work creatively and independently. As part of its work to gain the Healthy Schools award, the school ensures that the pupils acquire a good level of understanding about how to lead healthy lifestyles. Pupils contribute well to the immediate and wider community. For example, they have much involvement in organising charity fund-raising and regularly participate in local village events. The school council is active in helping bring about improvements, through making useful suggestions, for example, to improve sports equipment. However, staff recognise that pupils’ ideas for improving the school are not as well utilised as they could be. Excellent links established with schools further afield mean that pupils have a very good understanding about how people from other cultural backgrounds live their lives. Top quality care, guidance and support ensure that all pupils feel completely safe and very well looked after. Pupils very much enjoy their time at school and their rate of attendance is high. They are very friendly and quick to support each other. Older pupils show a very mature and sensible approach towards helping younger pupils. The behaviour of pupils both in class and at break times is excellent. They show an outstanding level of moral and social awareness. Any pupils deemed to be vulnerable and those with special educational needs and/or disabilities are very well supported and, therefore, make excellent progress. The headteacher, very well supported by her assistant headteacher, does an outstanding job. She sets high expectations for staff in terms of continually striving to provide the best possible quality of education for the pupils. She works hard with staff and governors to ensure that all aspects of school improvement planning move forward rapidly. As a result, teaching, pupils’ achievement and the school’s facilities have improved at a very good pace. Morale among staff is high. They work together as a very strong team. They have a very clear understanding about how well individual pupils are progressing. They make excellent use of this knowledge to ensure that all individuals reach their full potential. Staff are very good at ensuring that parents and carers are kept fully informed about and involved in supporting their children’s learning. The governing body works very well. Its excellent strategic planning has been central to helping the school improve rapidly, for example, with the current move to open a pre-school facility next term. The governing body has a very clear overview about how well the school is performing. It is proactive in seeking ways to support staff as well as holding them to account. It has established high quality safeguarding procedures and ensures these are fully embedded in the day-to-day work of the school. Comprehensive and accurate self-evaluation, success in sustaining and enhancing high performance in recent years and clear plans to guide future improvement mean the school has an excellent capacity to sustain improvement.