St Dennis Primary Academy

Name St Dennis Primary Academy
Ofsted Inspection Rating Good
Inspection Date 20 June 2017
Address Carne Hill, St Dennis, St Austell, Cornwall, PL26 8AY
Phone Number 01726822546
Type Academy
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 200
Number of Pupils per Teacher 22.9
Academy Sponsor Truro &Amp; Penwith Academy Trust
Local Authority 908
Percentage Free School Meals 20.5%
Percentage English is Not First Language 0.5%
Persisitent Absence 10.7%
Pupils with SEN Support 14%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

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. The school became a sponsored academy in 2014, joining the Truro and Penwith Academy Trust. When its predecessor school was last inspected, it was deemed to require special measures. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress and attainment. St Dennis is a smaller than average school with a low proportion of pupils from minority ethnic groups and/or with English as an additional language. The proportion of pupils supported through pupil premium funding is above the national average. The proportion of pupils who have special educational needs and/or disabilities is in line with the national average.

Summary of key findings for parents and pupils

This is a good school The headteacher has raised expectations, which has resulted in more consistently good teaching, pupils’ better attitudes to learning and stronger progress. Children in the early years enjoy activities that are varied and interesting. This makes them keen to develop their reading, writing, phonics and mathematics skills, both inside and outdoors. Pupils’ attainment is improving and differences between groups of pupils are diminishing. School leaders are aware that some disadvantaged pupils need to make better progress and are taking good action to secure this improvement. Pupils are taught phonics well, which underpins the development of both reading and writing. Pupils who have special educational needs and/or disabilities have tailored support which helps them to make good progress from their starting points. Many pupils are challenged well to think more deeply in their work. However, some teaching does not provide sufficient opportunities for the most able pupils to be fully challenged, particularly in mathematics. Pupils focus well on their work and collaborate with each other effectively. Pupils’ behaviour across all parts of the school is good. Conduct during lessons, breaktimes and lunchtimes is consistently positive. Leaders make sure that the school is focused on keeping pupils safe and responds well to pupils’ individual needs. Pupils say that they feel safe and know what to do if they are worried about anything. Attendance is better than in previous years, but is still below the national average and remains an important area for improvement. Middle leaders are working well to develop their subjects and bring greater consistency in approach. However, limited monitoring of the progress of different groups of pupils is hampering the development of teaching for some pupils, particularly the most able. Governors understand the school well. Thorough procedures ensure that they challenge school leaders appropriately about all areas of the school’s work. However, governors’ evaluation of the impact of leaders’ actions to improve the school is not clear enough. At times, communication with parents is not as effective as it could be.