|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||24 January 2013|
|Address||Drump Road, Redruth, TR15 1LU|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||Special Partnership Trust|
|Percentage Free School Meals||40.8%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Curnow School provides for pupils who have severe learning difficulties. Some have physical and sensory difficulties while others have an autistic spectrum condition. Pupils come to school from the surrounding towns and villages. The school has very close links with other professionals. Therapists and a nurse work with pupils at the school in a specially resourced unit known as The Hub. There are many more boys at the school than girls, especially in the sixth form. The overwhelming majority of pupils come from White British backgrounds and English is the home language of nearly everyone. A large number of pupils in the sixth form have all their lessons in classrooms on the site of a mainstream academy a few miles from the main site. Plans to move younger children to a mainstream primary school site are at an advanced stage. All pupils have a statement of special educational need and approximately one third of pupils are known to be entitled to receive support through the pupil premium funding. School leaders provide support to other schools and children’s centres in the locality, especially in the areas of assessment and curriculum planning. In recent years, the school gained specialist status in communication and interaction. The school meets the government’s floor standard, which sets the minimum expectation for students’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school. Because they are so well taught in every class, pupils make excellent progress during their time at this school. They are extremely well prepared for the next phase of their education, and their lives after school, by the time they are ready to leave. Teachers’ very high expectations, together with their unceasingly enthusiastic approach in lessons and elsewhere, means that pupils look forward to coming to school and are always highly engaged in learning, inside and outside the classroom. School leaders, including governors, are uncompromising in their pursuit of excellence. As a result, standards have risen and the achievement of almost all pupils is outstanding, as is the quality of teaching. There is strong drive for continuing improvement in the school. Individuals and groups of pupils make considerable improvements with behaviour because staff are always positive and ensure that the atmosphere is well ordered. School leaders provide an environment which is as secure as it can be. Pupils confirm that they feel safe while at school. Sixth form provision is outstanding. Students in the sixth form achieve exceptionally well. Their teachers have designed highly effective programmes which provide rich opportunities for using the skills they have learned in classrooms over many years in the wider community.