|Name||Nanpean Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 May 2016|
|Address||St George’s Road, Nanpean, St Austell, Cornwall, PL26 7YH|
|Religious Character||Does Not Apply|
|Number of Pupils||161 (54% boys 46% girls)|
|Number of Pupils per Teacher||16.1|
|Percentage Free School Meals||11.2%|
|Percentage English is Not First Language||1.2%|
Information about this school
Nanpean is a smaller than average-sized primary school. The proportion of pupils from minority ethnic backgrounds is well below that nationally. There are few pupils for whom English is an additional language. The number of pupils supported by the pupil premium (additional government money to support pupils in local authority care and those known to be eligible for free school meals) is slightly above the national average. A small number of pupils receive the service premium; this is additional funding to support children in service families. A small number of pupils receive funding because they are subject to local authority care. The proportion of pupils receiving support for their special educational needs is slightly above the national average. The proportion with an education, health and care plan or statement of special educational needs is above the national average. The school is increasing in numbers. A Department for Education-funded project has recently been completed, which will enable the school to become a one-form entry primary school from September 2016. Currently Reception and key stage 1 are taught in single-year classes, while in key stage 2 Year 3 and Year 4 are taught together, and Year 5 and Year 6 are taught separately in the mornings. The proportion of pupils who have joined the school at times other than normal transition times is higher than the national average. In recent years, and in the current Year 5 and Year 6, cohorts are small, well below national averages. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher, through her exceptional drive and determination, has notably increased the expectations, both of staff and pupils, to raise pupils’ attainment and progress and to improve the quality of teaching and learning. The most able pupils, particularly in key stage 2, are successfully challenged to raise their expectations of themselves and their aspirations for the future. Pupils eligible for the pupil premium make progress that is often the same as, and sometimes in excess of, similar pupils nationally and their peers in the school. The deep subject knowledge of middle leaders in English and mathematics has enabled pupils to be well challenged to extend their learning, particularly in key stage 2. Governors know the school well. They provide a strong challenge to leaders. It is not yet an outstanding school because : Some pupils are not sufficiently challenged to use their literacy skills, such as phonics (letters and the sounds they make), to improve their writing. In key stage 1, some pupils do not have appropriate opportunities to write at length across the curriculum. In recent times, the leadership of the early years foundation stage has not enabled additional staff and parents to play the most active role they could to improve children’s progress. The monitoring of teaching, learning and assessment by middle leaders is not focused closely enough on identifying what pupils know, understand and can do.