|Ofsted Inspection Rating||Inadequate
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||28 June 2017|
|Address||Bradley Road, Newquay, TR7 3JA|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||0.0|
|Academy Sponsor||The Roseland Multi Academy Trust|
|Percentage Free School Meals||13.2%|
|Pupils with SEN Support||14.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
information about these pupils to help them meet the needs of this group but they do
not use it effectively to improve pupils’ progress. Teachers do not provide pupils with regular opportunities to develop their answers beyond the superficial. Pupils are rarely asked to construct an argument and develop their line of thought. As a result, they frequently give an answer which is of less quality than they are capable of. The quality of teaching is inconsistent across the school, both between departments and within departments. Teaching fails to meet the needs of pupils. Poor teaching is often the result of teachers failing to understand precisely what it is that pupils can and cannot do, and therefore plan teaching which leads pupils forward. Sometimes, this is because teachers are not specialists in the subjects they teach. The teaching of literacy across the school is inconsistent. There is a whole-school policy for correcting grammar and spelling errors but this is only infrequently applied by teachers. Consequently, pupils do not develop good literacy habits or use subject-specific vocabulary with confidence. The quality of teaching in mathematics and science is generally weak. Pupils are not making good progress. They face a diet which does not inspire or enthuse them, and does not give them a solid understanding of key skills on which to base their learning. As a result, pupils’ understanding of their work is superficial and does not prepare them for the next steps in their learning. In some subjects, for example history, pupils improve their understanding as a result of better teaching. Pupils are encouraged to develop their answers and to try to understand the root causes of events. When teachers give feedback to pupils on how to improve their work or the next steps to take, pupils, particularly boys, often do not take any notice and teachers do not insist that the work is done. As a result, pupils’ progress is slowed. The quality of teaching for pupils who have special educational needs and/or disabilities in the Effective Learning Centre is good. It helps pupils develop their skills and confidence and, increasingly, allows them to take part in mainstream classes. Personal development, behaviour and welfare Requires improvement Personal development and welfare The school’s work to promote pupils’ personal development and welfare requires improvement. Pupils’ attitudes to learning are not sufficiently positive. Poor presentation and unfinished work are allowed to go unchecked by teachers. This leads to the quality of work in some pupils’ books deteriorating over the year and pupils not reaching the standards they should. Boys’ books in particular reflect a lack of care and pride in their work. School leaders place considerable emphasis on pupils’ personal development. They put significant time and expertise into personal, social and health education aspects of the curriculum. As a result, pupils’ social skills, including their respect for others and tolerance of those who have different beliefs, are very good. Racist and homophobic incidents are very rare and are dealt with quickly when they do occur. Leaders and teachers support the mental and emotional wellbeing of pupils very well. There is strong provision in place for pupils when they need it. Pupils who are struggling with personal issues in their lives are given the additional support they need to allow them to prosper. A small number of pupils attend off-site provision because : they are struggling to learn in school. School staff work well with the provider to ensure that pupils’ needs are met. Pupils who have special educational needs and/or disabilities are given good support, which allows them to develop their self-confidence and social skills. They are confident in talking with adults and taking an active part in the lessons they attend. Bullying is rare. Pupils know how to stay safe and protect themselves from bullying when it does occur, whether in school or online. They feel able to approach a trusted adult in school and are confident that if they report an issue, they will be taken seriously and the problem addressed. Behaviour The behaviour of pupils requires improvement. Pupils are sometimes disrupted in their lessons by the behaviour of a small minority of their classmates. This usually occurs when the quality of teaching fails to meet pupils’ needs and they become bored or distracted. This is most prevalent in lower-ability groups. There are too many pupils who are persistently absent from school. The number of girls who are absent regularly is well above the national average and, so too, the number of disadvantaged pupils. School leaders have recognised this and are beginning to have some success in addressing it. However, the figures remain too high. Pupils act in a mature and sensible way around the school site at breaks and lunchtimes. They treat each other well. The atmosphere is good-humoured and friendly. Relationships with adults are positive. Outcomes for pupils Inadequate Pupils make much slower progress overall in key stages 3 and 4 than in other schools. This has been the case since 2014. The work in pupils’ books indicates that there is little or no improvement for current pupils. The progress of boys is a particular cause for concern. Last year, they made less progress from their starting points than in more than nine out of 10 other schools in England. Disadvantaged pupils make very slow progress. This has been the case for three years and the school’s use of the pupil premium grant has failed to have any impact on improving their outcomes. The most able disadvantaged pupils are not reaching the highest standards because they are not being stretched or challenged to think at a high level often enough. Additionally, they are not being taught to be resilient learners. Pupils who have special educational needs and/or disabilities, and who have an education, health and care plan, make good progress from their starting points. The most able pupils are not currently making the progress they are capable of in most subjects. The most able younger pupils are not being exposed to a suitable level of challenge. Consequently, they cannot start their GCSE courses at the appropriate level and thus fail to reach the highest standards. Overall, pupils make similar progress in English to that of pupils in other schools. However, this disguises the fact that there is considerable variation. Some pupils do very well and others do not because the quality of teaching is inconsistent. Progress in mathematics is poor. In particular, higher and middle prior-attaining pupils do less well than pupils in other schools. Standards in science are also very weak. Pupils’ progress is slower than in nine out of 10 schools in England. Standards are also low in most other subjects. For example, in languages and in history and geography, progress has been poor for some time. However, there is some improvement in history, where pupils’ books do show them responding well to greater challenge. Leaders and teachers do not insist on high standards of literacy across the school. Incorrect spellings and poor grammar are often left uncorrected and so pupils tend to repeat the same mistakes. Pupils do not get many opportunities to develop and practise longer answers, and so standards of extended writing are generally low. 16 to 19 study programmes Requires improvement Despite recent improvements in some subjects, there is considerable variation in the quality of teaching and learning of subjects across the sixth form. In some subjects, such as physics, chemistry and photography, teachers responded well to the challenge set by leaders last year. However, the improvement is far from universal. In some subjects, teachers do not yet challenge students to deepen their thinking or provide sufficient opportunities for them to analyse complex issues. As a result, standards are not yet good across the whole sixth form. Outcomes in the sixth form are improving significantly as a result of strengthened leadership, which is raising the quality of teaching, learning and assessment. In 2016, students achieved better overall A-level and applied general level results than their peers in other schools. This was a significant improvement on previous years when they were below the national average. AS-level results are also improving. Students retaking GCSE English and mathematics achieve broadly in line with national averages. Students are now making better progress overall as a result of teachers’ higher expectations. Leaders and teachers now set challenging targets and students’ progress is monitored closely. Teachers are intervening when necessary and this is leading to good progress in the majority of subjects. Students appreciate the support they receive and are responding well to it. Students on academic and vocational courses benefit from a well-structured programme of study, which includes good opportunities for suitable work placements, both locally and nationally. They also benefit from a course to develop personal skills, and an employability programme. Leaders have ensured that opportunities for students’ personal development are good. Relationships between students and with staff are strong. Safeguarding in the sixth form is strong. There are good systems in place which are underpinned by a caring and watchful ethos. The quality of careers advice and guidance is good. Students are well prepared for university entrance or moving into other training or work. They value the individualised support they receive from sixth-form staff in choosing the pathway most relevant to them. School details Unique reference number 112038 Local authority Cornwall Inspection number 10033167 This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act. Type of school Secondary, comprehensive School category Community Age range of pupils 11.18 Gender of pupils Mixed Gender of pupils in 16 to 19 study programmes Mixed Number of pupils on the school roll 904 Of which, number on roll in 16 to 19 study programmes 171 Appropriate authority The governing body Chair Theresa Frost Headteacher Karen Ross Telephone number 01637 872 076 Website http://treviglas.net Email address [email protected] Date of previous inspection 25.26 September 2012
Summary of key findings for parents and pupils
This is an inadequate school Pupils are underachieving significantly because : the quality of teaching, learning and assessment across the school is poor. Over the last three years, pupils have made insufficient progress from their starting points in most subjects, particularly in science, mathematics, history, geography and languages. Disadvantaged pupils make less progress than in the vast majority of schools nationally. Leaders are failing to ensure that disadvantaged pupils receive the quality of teaching they need to help them catch up with other pupils. Governors have failed to hold school leaders to account robustly for the dramatic decline in the school’s performance since the previous inspection. Senior leaders are failing to make clear to teachers their expectations of high-quality teaching, learning and assessment. They do not provide the necessary training staff require, nor do they monitor the quality of teaching effectively. Teachers have low expectations of what pupils can achieve. Too often, teachers fail to provide pupils with sufficient challenge to extend their learning. As a result, pupils do not make the progress they should. Teaching does not ensure that pupils, particularly boys, have consistently positive attitudes to their learning. Pupils often fail to complete tasks they are set. When teachers provide feedback to pupils on how to improve their work, it is regularly ignored. Senior leaders do not ensure that staff, at all levels, are held to account for the quality of their work. Middle leaders do not make sure that there is a consistently high quality of teaching across their teams. Leaders have not tackled the high level of absence that has been a feature of the school for some time. Too many girls and disadvantaged pupils are persistently absent. The school has the following strengths Pupils are known as individuals by staff and benefit from a comprehensive package of support and care. The sixth form has improved recently as a result of stronger leadership.