Newquay Tretherras

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About Newquay Tretherras


Name Newquay Tretherras
Website http://www.tretherras.net
Inspections
Ofsted Inspections
Headteacher Ms Gemma Harries
Address Trevenson Road, Newquay, TR7 3BH
Phone Number 01637872080
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1729
Local Authority Cornwall
Highlights from Latest Inspection

Short inspection of Newquay Tretherras

Following my visit to the school on 5 June 2018 with Ofsted Inspectors Anita Hemsi and Steve Taylor, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to report the inspection findings. The visit was the first short inspection carried out since the school was judged to be good in September 2013. This school continues to be good.

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your post in April 2016, you, together with your leadership team, have developed a positive and nurturing learning environment. Leaders are honest and accurate in their self-evaluation a...nd ambitious for pupils' outcomes.

Governors are proactive in supporting the work of the school and provide suitable challenge where appropriate. You are committed to ensuring that the curriculum meets the needs of the pupils and supports their future aspirations. You have made recent changes to the curriculum to ensure that there is greater breadth at key stages 4 and 5, as well as support and challenge at key stage 3.

You were disappointed with the 2017 GCSE outcomes and, as a result, reflected carefully on them. You took appropriate action to ensure that key weaknesses were overcome, particularly in humanities, modern foreign languages and mathematics. This has been largely successful, but the progress of disadvantaged pupils, particularly boys, is not as strong as you would like it to be.

At the previous inspection, leaders were asked to ensure that teachers plan tasks that provide learning at the right level for all pupils, particularly the most able. As a result, teaching approaches have been developed to provide suitable challenge. This has been particularly effective for students in the sixth form, who continue to make better progress from their starting points.

To underpin the drive for continuous improvement, you have strengthened processes which support middle leaders to develop classroom practice effectively. Leaders at all levels are meticulous in their planning and are positive and conscientious in their work. Middle leaders are involved in the strategic planning of the school and value the regular interaction with the senior leadership team.

New approaches which focus on the academic progress of particular groups of pupils have supported middle leaders to prioritise their work to good effect. Consequently, leaders at all levels share a common understanding of improvement planning priorities. They hold staff to account with a suitable blend of challenge and support in order to achieve these.

Middle leaders share effective practice and whole-staff training is targeted and relevant. There is no doubt that you value highly the pastoral aspect of the school's work. There are notable examples where actions show that leaders go to considerable lengths to provide support for pupils and ensure that exclusion is used as a last resort.

You are rightly proud of 'The Wave', your on-site personalised learning and well-being centre. This is a highly effective provision that provides support for both academic and pastoral needs. Pupils value this and say that they have trust in the staff there.

Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Thorough employment checks ensure that newly appointed staff are suitable to work with children.

Senior leaders remind staff regularly about safeguarding expectations and provide suitable training. Where there are concerns about pupils' welfare, a suitably qualified team of staff ensure that actions are timely and effective. Records are detailed and outline a clear chronology of action and response.

Leaders engage with external agencies as appropriate. Where they are not satisfied with the support provided by other agencies, leaders challenge them to help resolve referrals more effectively. The large majority of pupils say they feel safe in school and speak positively of the personal, social and health education they receive.

They understand the importance of tolerance and respect, and recognise the value of diversity. This is reflected in the quality of relationships that exist within lessons and around the school, which are typically positive and respectful. The majority of parents and carers support the view that their child is kept safe in school.

They value the care that staff provide, particularly when pupils make the transition into Year 7. Inspection findings ? At the beginning of the inspection, we agreed on the key lines of enquiry. The first of these focused on the effectiveness of leaders' actions to improve the quality of teaching, learning and assessment in humanities, modern foreign languages and mathematics.

We particularly focused on the progress of disadvantaged pupils, those pupils who have special educational needs (SEN) and/or disabilities and boys, which has been below that of their peers for the last two years. ? Leaders are acutely aware of the performance of these groups and work hard to develop teachers' practice to maximise pupils' progress. There is clear evidence that teaching is adapted appropriately to address the needs of those pupils who have SEN and/or disabilities.

Teachers are aware of the specific issues that may inhibit progress and teaching assistants ably support pupils to overcome these. As a result, pupils are making improved progress from their starting points. ? Leaders have taken action to overcome the weaknesses that led to disappointing results in 2017 in mathematics, modern foreign languages and humanities.

Where practice is stronger, planning is well matched to pupils' needs and starting points. Teachers use effective questioning to probe, develop and assess pupils' knowledge and understanding, providing suitable challenge and support. However, these improvements are not yet fully embedded so pupils do not make as much progress as they could from their starting points.

• Teachers' expectations are not consistently high. As a result, some pupils, particularly boys, produce work that is unfinished and poorly presented. This prevents pupils from being able to follow the chronology of their learning easily and build on what they have done before.

Teachers do not routinely correct misconceptions in mathematics and, therefore, gaps in knowledge continue into subsequent work. ? Leaders acknowledge that, while efforts are being made to improve the progress of disadvantaged pupils, particularly boys, these are still in their infancy and are not yet fully embedded. This is reflected in the variation in the 2017 outcomes, where performance was stronger in English and science than it was in humanities and mathematics.

Crucially, while leaders have identified the barriers that exist for disadvantaged pupils and have implemented actions to address these, the


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