|Name||St Breward Community Primary School|
|Ofsted Inspection Rating||Good
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||09 June 2015|
|Address||St Breward, Bodmin, Cornwall, PL30 4LX|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||North Cornwall Learning Trust|
|Percentage Free School Meals||13%|
|Pupils with SEN Support||15.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Since the previous inspection, the school has been in a formal federation with St Teath Community Primary School and the two schools share the executive headteacher. The federation is a member of the Moor and Coastal Partnership Trust, a cooperative learning trust. There are seven other primary schools and a secondary school who are members. This is a much smaller than average-sized primary school. Year groups vary in size from three to 11 pupils. There were two pupils in Year 6 in 2014. Pupils are currently taught in a mixed Reception, Year 1 and Year 2 class. Years 3 and 4 and Years 5 and 6 are taught as two separate classes in the mornings for English and mathematics and all together in the afternoons. The early years provision is full time in the mixed Reception and Key Stage 1 class and part time in the Nursery class. Most pupils are of White British heritage. The proportion of pupils who arrive at times other than would be expected is much higher than average, especially in Key Stage 2. The proportion of disabled pupils and those with special educational needs is much higher than average. The proportion of disadvantaged pupils who are eligible for pupil premium (additional funding for pupils known to be eligible for free school meals or in the care of the local authority) is lower than average and there are very few in some cohorts, none in others. There were too few pupils in Year 6 last year to comment on the school’s performance against the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school. Pupils grow and develop as mature and reflective young people, well prepared for the next stage of their education. All pupils make good progress in reading, writing and mathematics. The numbers of pupils reaching the higher Level 3 at Key Stage 1 and Level 5 at Key Stage 2 in reading, writing and mathematics have increased in the last year. Pupils are safe at school and know that the school keeps them safe. Behaviour in lessons and around the school is good and pupils are keen to get on with their work. High-quality relationships are evident throughout the school community. Parents and carers say it is like a big family and comment that their children thrive. Teaching is good. Teachers’ expertise and good knowledge of individual pupils ensure that activities are designed to motivate and interest them. Children make good progress in the early years provision. Those who start with skills that are not typical for their age catch up quickly. The headteacher, all staff and the governors make sure that there are equal opportunities for everyone and all are highly valued and included. There is a positive ethos of encouragement and excellent opportunities for individual pupils to demonstrate their strengths and improve their achievement. Leaders, including governors, were successful in making recent improvements to teaching, demonstrated by the significant improvements in pupils’ attainment in writing this year. The federation and the partnership within the cooperative Trust mean that pupils have a wide range of opportunities that are not normally available in a small school. It is not yet an outstanding school because: Occasionally activities in lessons do not provide enough challenge so that pupils can demonstrate fully what they are capable of. Leaders for the early years provision do not yet check the children’s progress frequently enough to see how they need to change the activities provided in order to accelerate progress in weaker areas.