Polruan Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have created an ethos where pupils have a say in their education. They encourage pupils to be curious and ask questions.

Pupils appreciate this. However, the quality of education is not good. Leaders have not considered well enough how pupils develop their knowledge over time by building on prior learning.

As a result, too many pupils have gaps in their knowledge.

This is an inclusive, happy and caring place to learn. Pupils like coming to school because of its close-knit community.

They enjoy being able to mix as a whole school. Staff know the pupils and families well. Pupils behave well in class and on the playground.

They say that... bullying is rare but that if it occurred, adults would deal with it quickly.

Pupils enjoy having responsibilities to help in the running of the school. They speak enthusiastically about experiences, such as sailing on the River Fowey and visiting the National Marine Aquarium.

Parents speak highly of the school. One parent stated that 'I cannot speak highly enough of the staff at Polruan Primary Academy. Nothing is ever too much trouble.'

Many others echoed this view.

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

Leaders have designed a curriculum to motivate and enthuse pupils. They tailor learning to pupils' interests.

Pupils respond well to this and are enthusiastic when discussing their learning. However, too many subjects are not well planned and sequenced. Leaders do not consider carefully enough the order of learning from key stage 1 to key stage 2.

Therefore, pupils do not build on what they have learned in the past. In subjects where leaders have considered the curriculum carefully, pupils can apply what they have learned. For example, in mathematics, they can solve increasingly complex problems, drawing on their knowledge of written calculation methods.

Leaders prioritise reading from the moment pupils start school. As a result, pupils have positive attitudes towards reading. Younger pupils enjoy story time and listen well to adults as they read.

Recent changes to the delivery of phonics have had a quick impact. Staff have received suitable training. Books are matched carefully to the sounds pupils know.

Staff identify swiftly those in danger of falling behind. These pupils catch up quickly. By the end of key stage 1, pupils are confident readers.

Leaders' curriculum thinking details the broad knowledge of what pupils should know. However, in some subjects, teachers do not have a secure understanding of the precise knowledge pupils need to know. As a result, pupils have gaps in their learning and misconceptions sometimes occur.

For example, some pupils confuse fact and opinion in geography.

Leaders, including governors, check the quality of the curriculum regularly. However, their focus is on English and mathematics.

Leaders do not have an accurate view of how well pupils learn the wider curriculum.

Staff integrate early years children into the life of the school skilfully. Older pupils within the class enjoy helping them.

Staff have high expectations of children in the early years. They establish warm relationships. Staff ensure children follow the rules and routines well.

As a result, children gain confidence and independence. Children are well prepared for key stage 1.

Pupils with special educational needs and/or disabilities have their needs met well.

Staff identify pupils early through well-established systems. The trust provides effective support and training. As a result, staff use appropriate strategies to ensure that all pupils learn the same curriculum.

Pupils are knowledgeable about discrimination. They have a strong sense of right and wrong. They learn about sensitive topics, such as consent, in an age-appropriate way.

Leaders recognise that pupils' understanding of other faiths and cultures is more limited. They have started to address this, but it is too early to see any impact.

Pupils' social development permeates school life.

Leaders promote a sense of moral purpose. For example, pupils fundraised for families affected by the war in Ukraine. Leaders raise pupils' aspirations through careers presentations from different job sectors.

This broadens pupils' horizons beyond the locality. Pupils enjoy having their achievements celebrated in weekly assemblies.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff are well informed through regular training. As a result, they can identify pupils who are at risk of harm. Leaders keep detailed written records and their follow-up actions to concerns are clear.

They work effectively with other agencies. Consequently, vulnerable pupils receive timely support. Leaders carry out statutory checks to ensure that adults are safe to work with pupils.

Pupils say they feel safe in school. They know how to report any concerns to an adult. They understand how to keep themselves safe online and in the community through personal, social and health education lessons and assemblies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not well organised. This means that pupils cannot make connections between new learning and what they already know. Leaders need to ensure that all subjects in the school's curriculum are well sequenced, so that pupils know more and remember more over time.

• Leaders have not considered carefully enough the specific knowledge that pupils need to know and remember in the wider curriculum. Consequently, teachers are not always clear what they want pupils to know. Leaders need to ensure that the curriculum intent identifies the specific knowledge they want pupils to know and remember in every subject.

• Leaders do not check the effectiveness of the wider curriculum well enough. As a result, they do not know how well pupils are learning the intended curriculum. Leaders need to improve their checks on the effectiveness of the curriculum to ensure that pupils are learning the important knowledge and skills they need to succeed.