|Name||Mabe Community Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||05 June 2019|
|Address||Cunningham Park, Mabe, Penryn, Cornwall, TR10 9HB|
|Religious Character||Does Not Apply|
|Number of Pupils||174 (51% boys 49% girls)|
|Number of Pupils per Teacher||26.9|
|Academy Sponsor||Kernow Learning Multi Academy Trust|
|Percentage Free School Meals||9.4%|
|Percentage English is Not First Language||1.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school has grown from four to six classes over the last two years and numbers of pupils have increased markedly. There is now a Nursery class. The school is led by a headteacher who is supported by three middle leaders responsible for early years, English and mathematics. The leader of SEND has been in post since September 2019. There is an IAB in place to support the local governance structure. The school is one of 10 schools in The Learning Academy Trust (TLAT). The proportion of pupils eligible for the pupil premium is broadly in line with the national average. The proportion of pupils with SEND is below the national average.
Summary of key findings for parents and pupils
This is an inadequate school The trustees have not implemented effectively statutory policies and procedures to keep children safe. Leaders’ day-to-day safeguarding systems, including for pupils who may be at risk, are not good enough. There is a poor culture of safeguarding children. The impact of governance is poor. The better challenge and working practices of the new interim advisory board (IAB) are very recent. The use of pupil premium funding is not monitored stringently. The number of pupils on roll is increasing markedly. Leaders have not ensured that the good-quality teaching seen in the past has been maintained as the school grows. Some pupils, particularly the most able, are passive in their learning because teaching does not challenge them sufficiently. Teaching assistants do not have a strong understanding of the school’s curriculum. Therefore, teaching assistants do not add to pupils’ learning sufficiently. Teaching does not support those pupils who struggle to read accurately well enough. Some pupils do not use their knowledge of phonics to spell accurately in lower key stage 2. The school’s curriculum is not demanding enough. Teaching does not challenge pupils appropriately in humanities and science. Some pupils with lower attainment or those with special educational needs and/or disabilities (SEND) do not make the progress they should. Teaching does not address pupils’ misconceptions consistently well. The school has the following strengths The purpose-built Nursery provides a positive start for children’s education. Adults use assessments well to ensure that teaching matches children’s needs. Pupils who join the school at times other than the usual transition points settle quickly because of the strong support they receive. Pupils enjoy school and attend well. Leaders’ actions over a sustained period have ensured that the school’s programmes of study in English and mathematics are well planned and ambitious. The teaching of writing and mathematics is effective in key stage 1. Pupils are a credit to the school. Most are kind, thoughtful and show respect for one another.