|Ofsted Inspection Rating||Good|
|Inspection Date||19 April 2017|
|Address||St Clement, Truro, Cornwall, TR1 1TN|
|Number of Pupils||917 (52% boys 48% girls)|
|Number of Pupils per Teacher||16.1|
|Academy Sponsor||Penair School|
|Percentage Free School Meals||11.2%|
|Percentage English is Not First Language||3.1%|
|Pupils with SEN Support||8.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is an average-sized secondary school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 11. The proportion of pupils who have special educational needs and/or disabilities is below average but the number supported by an education, health and care plan is well above average. The proportion of pupils supported by pupil premium funding is below average. More than nine out of 10 pupils are of White British heritage. There are few from minority ethnic groups and very few speak English as an additional language. A small number of key stage 4 pupils take some courses at a local further education college. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.
Summary of key findings for parents and pupils
This is a good school The headteacher and his senior team have improved the school significantly since the last inspection. The school is well placed to improve further. Senior leaders have created a positive culture in which all staff are very committed to the success of the school and its pupils. Everyone is working together to improve the school. There is a relentless focus on improving the quality of teaching. Senior leaders are working hard with middle leaders to ensure teaching, learning and assessment meet the needs of every pupil. Teachers have raised their expectations of what pupils can achieve. They use skilful questioning to make them think hard. Pupils are rising to the challenge and, as a result, they make good progress. The standard of teaching in English and mathematics is high. Pupils make very good progress in both these subjects and they achieve high standards. Disadvantaged pupils make progress in line with that of other pupils nationally and better than other disadvantaged pupils across the country. This is the result of a comprehensive and well-managed programme which supports them academically and pastorally. Pupils’ attitudes to learning are typically very positive. The vast majority of pupils are well behaved in lessons and are keen to answer questions and take part in activities. Governors know the school well and are very committed to its success. They hold the headteacher and senior leaders to account appropriately. They have steered the school astutely through a period of repeated changes of headteacher and the contraction of the school. Governors and leaders are proud of their commitment to ensuring pupils with complex behavioural needs experience some success. There is a comprehensive support structure in place and, as a result, the great majority of these pupils do make progress and are well prepared for the next phase of their education or training. While teaching, learning and assessment are good overall, leaders know that some pockets of weaker teaching remain. They are continuing to work on these areas with staff. Pupils typically receive relevant feedback from teachers on how to improve their work. Many pupils benefit significantly from this but some lack the resilience to go back and correct mistakes. Consequently, their progress is slowed.