Menheniot Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of their school and enjoy learning with their friends.

The nurturing relationships between pupils and staff help pupils to settle quickly. Pupils are valued and well cared for. As a result, they are safe and happy.

There is a calm and orderly atmosphere which promotes learning. On the playground, pupils of all ages play together happily. They make up their own games and enjoy using the selection of playtime equipment provided.

In the classroom, pupils fully engage in learning. They participate in discussions, answer questions and cooperate well with each other.

Pupils benefit from a range of extra-curricular opportunities..../>
These include residential visits, theatre trips and taking part in computer coding, gymnastics and football clubs. Pupils have the chance to learn a musical instrument and develop confidence by performing in front of an audience. Pupils learn to be active citizens.

For example, they organised a litter pick with their local community.

Pupils are proud of their Cornish heritage. They learn about its language and culture and celebrate events like St.

Piran's Day. Most parents comment positively on the support their child receives. They appreciate the improvements that the school has made to their children's learning.

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

The school has relentlessly focused on improvement since the previous inspection. Staff, governors, and the local authority have worked together well to address the concerns raised at the previous inspection.

In most subjects, there is an ambitious, well-sequenced curriculum.

This includes in English and mathematics. For example, in mathematics, children in Reception Year focus well on learning number bonds to five and 10 and develop a secure understanding of number. Older pupils build on this and demonstrate strong recall of mathematical fluency to help them solve problems.

Published outcomes at the end of key stage 2 do not reflect the current strength of the curriculum. Pupils are doing much better now than in the past. The school has developed staff expertise through effective training and support.

Staff have the subject knowledge they need to provide clear explanations. This means that in most subjects, pupils learn well. However, in a few subjects, the school has not identified the small steps of learning to help pupils remember important information.

Therefore, pupils do not develop the same depth of knowledge and skills as they do in other subjects.

From the early years, routines are established early and followed. This supports children to become independent learners.

Staff know children well. Most adult-led activities model new learning and help children to develop language. Children are confident to explore and show resilience when things do not go to plan.

Pupils with special educational needs and/or disabilities (SEND) have their needs identified early, and a range of suitable support is put in place. Pupils with SEND successfully learn the same curriculum as their peers.

The school has focused on building a positive culture of reading.

Children learn the sounds and letters they need as soon as they start school. The school ensures that books pupils read accurately match the letter sounds that they know. Assessment is used well to pinpoint gaps in learning.

Adults use this information to provide extra support to those who need it. This means that pupils quickly become fluent and confident readers.

Older pupils continue to enjoy reading as they move through the school.

They develop a love of reading by choosing books from the well-stocked library. Pupils encounter a range of new and exciting books that inspire them to read for pleasure. For example, pupils are read to by the school's 'secret readers' who are members of the school and local community.

The school's approach to personal development is underpinned by its mission statement, 'be happy, be kind, reach for the stars'. Pupil leadership is developed well. Pupils enjoy taking on roles such as eco-warriors, sports leaders and school councillors.

Older digital leaders support younger pupils in lessons and lead assemblies about internet safety. The curriculum for personal, social and health education is well planned. For example, pupils learn about healthy relationships and puberty.

They discuss these topics with maturity and respect.

Persistent absence is high. Too many pupils are missing school frequently.

While the school has put in systems to address this, it is too early to see the full impact.

Governors know the school well. They engage with external experts, attend regular training and continually strive to improve the school.

Staff are proud to work at the school. They value the high-quality professional development that supports them to do their roles well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school has not identified the small steps of knowledge they want pupils to know. As a result, pupils do not develop the same depth of knowledge and skills in these subjects as they do in others. The school needs to ensure that it identifies the key knowledge it wants pupils to know and remember so that pupils build on their learning and have the same depth of knowledge in all areas.

• Persistent absence is too high for some groups of pupils. These pupils miss too much of their education. The school must continue to support parents to reduce persistent absence so that pupils attend school regularly.