Cape Cornwall School

Highlights from Latest Inspection

What is it like to attend this school?

Cape Cornwall School is a warm, friendly community where everyone feels valued. Leaders are ambitious for what all pupils, including those with special educational needs and/or disabilities (SEND), can achieve. Staff express their determination to deliver the best possible education to pupils.

Leaders, together with staff, expect more of pupils. Pupils are rising well to this challenge.

Leaders have high expectations of pupils' behaviour.

Pupils behave well because of this. They are respectful towards their teachers and each another. During social times, pupils interact with maturity.

Bullying is rare. If it happens, adults deal with it quickly.
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Pupils feel safe.

Relationships between pupils and staff are a strength of the school. Pupils say they are part of a large family and value the time and support that staff provide.

Leaders provide pupils with the wider opportunities they need to contribute fully to society as adults.

For example, the school's 'Be Inspired' programme encourages all pupils, including those in the specially resourced provision for pupils with SEND (specially resourced provision) known as 'Kites', to try new experiences such as improving the school grounds. Pupils value the house system and the wide range of extra-curricular opportunities on offer to them. This helps them to grow in confidence.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious, well-sequenced curriculum that meets pupils' needs, including those with SEND. They have carefully considered what pupils need to know and when they need to know it. In subjects where published outcomes are below national expectations, leaders have taken effective action to strengthen the curriculum.

Leaders have developed the school's approach to assessment well. Most teachers address misconceptions effectively. They provide appropriate support to those pupils who need it.

However, some teachers do not routinely check pupils' understanding well enough before moving on to new learning. Gaps in pupils' knowledge are not addressed. This slows the progress that some pupils make.

Leaders have taken action to increase the number of pupils studying a modern foreign language at GCSE. As a result, the proportion of pupils studying for GCSEs in English Baccalaureate subjects is rising.

Leaders prioritise reading.

Pupils in all year groups read regularly. This helps them to become more confident readers. Leaders quickly identify any pupils who find reading difficult.

Staff use the training they have received to support pupils' reading effectively.Pupils have positive attitudes towards their learning. They work hard.

In lessons, they focus on and take pride in their work. Disruptions are rare. Pupils move around the school site calmly and sensibly.

The school has a well-designed curriculum for personal, social and health education. This prepares pupils well for their future, giving them opportunities to have important discussions about healthy relationships. Pupils learn about other cultures.

They understand the importance of treating other people fairly and with respect. Leaders ensure that pupils develop their sense of character through the 'Be Inspired' programme and, for example, by providing support for older members of the local community. Leaders provide effective careers guidance to pupils from Year 7 through to Year 11.

The school meets the requirements of the Baker Clause.

Leaders are ambitious for what pupils with SEND can achieve. This is particularly the case for pupils who attend the specially resourced provision.

Across the school, teachers understand the needs of pupils with SEND well. Pupils' plans are precise and regularly reviewed. All pupils with SEND play a full part in the wider life of the school because of this.

Trustees and local governors know the school well. They carry out their duties effectively. Staff are proud to work at the school.

They feel valued and appreciate the support they receive from leaders, particularly with regard to their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure staff have up-to-date safeguarding training.

Staff are aware of their responsibilities and confident in identifying and reporting concerns. Leaders follow up on concerns raised and act swiftly to address serious issues. Where appropriate, leaders make referrals to the local authority and follow up on outcomes as necessary.

Leaders carry out appropriate recruitment checks on staff and volunteers to ensure they are safe working with pupils.

The school has suitable policies in place to raise awareness among staff and parents about the dangers of sexual harassment, online sexual abuse and sexual violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not check well enough what pupils remember.

As a result, some pupils have gaps in their learning and do not build their knowledge well over time. This slows their progress across the curriculum. Leaders need to ensure that teachers check what pupils know and remember across all subjects and use this to inform future learning.

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