St Cleer Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

The staff at St Cleer are aspirational for pupils' futures. There is a strong sense of community.

The school's values, which include 'be creative' and 'be determined', weave through all areas of school life. Pupils are enthusiastic about the creatures they have selected to represent these values. They understand the positive character traits they are expected to show.

Schools across the trust enjoy 'values days' where these are celebrated together. Pupils appreciate the stickers and postcards they receive for demonstrating the values consistently.

Parents and carers speak warmly about the relationships their children enjoy with staff.

They are positi...ve about the leadership of the school. They are well informed about how their child is progressing. Pupils are happy at school and enjoy their learning across the curriculum.

Pupils are proud to represent the school in community events. For example, local artists make willow lanterns in school with pupils. They then take part in the local Liskeard Lantern Parade.

Pupils are keen fundraisers. Many recently wore yellow for a fun run to raise money for an important charity to the school. Pupils also develop life skills by attending residentials, taking part in diversity workshops and completing activities, such as the 'make £5 grow young enterprise project'.

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

Pupils learn an ambitious curriculum which is carefully planned from early years to Year 6. A small number of pupils with special educational needs and/or disabilities (SEND) follow a slightly different curriculum. The school works effectively with parents, pupils and external professionals to put this into place successfully.

Therefore, pupils with SEND are supported effectively and make good progress.

The school's published outcomes show that pupils achieve well, particularly in reading and mathematics. The school and trust have responded quickly to writing outcomes being lower.

They have strengthened this part of the English curriculum and created more opportunities across subjects for pupils to write at length. The impact of this is seen in the improved quality of writing now produced by current pupils, particularly in the younger years.

The school and trust have strengthened the teaching of the school's chosen phonics programme.

Staff are well trained. Pupils read books that are carefully matched to the sounds they know. If assessment shows they are falling behind their peers, targeted support is given.

This helps pupils to catch up quickly. Therefore, pupils become fluent and confident readers. Many are enthusiastic about what they are reading independently outside of school.

Children who join in pre-school or Reception Year benefit from an effective transition. Staff get to know them well and they settle in quickly. They learn in a vibrant indoor and outdoor environment.

The curriculum they follow is carefully planned but is also adapted to their interests. Staff support children's language development by modelling vocabulary linked to topics within the curriculum.

Most pupils know and follow the expectations of the school's behaviour policy.

A small minority of older pupils sometimes do not a show a positive attitude to their learning. However, overall, the school is calm and learning is purposeful. At playtimes, pupils enjoy football on the field, access the play equipment, or create their own games on the playground.

Children in the early years learn the expected routines of the classroom. They listen intently to staff and follow their instructions carefully. This helps to prepare pupils well for the expectations of key stage 1.

The school's personal development programme is well planned and relevant for pupils. Pupils learn how to keep themselves safe when online, as well as in the community, using road and water safety information. Pupils show a confident, age-appropriate understanding of terms such as consent.

Pupils are well prepared for life in a multi-cultural society and learn about Cornish traditions.

The school offers a range of extra-curricular clubs for pupils, such as football, choir, Glee club and construction. Although some pupils benefit from attending these, disadvantaged pupils are currently less likely to attend.

The school does not have a clear enough oversight of who is participating regularly to be able to address this.

The trust ensures strong support for the school through shared professional development opportunities. Staff are positive about the impact of this on increasing their subject knowledge and improving their teaching practice across different subjects.

Staff feel empowered. They appreciate that the school and trust consult with them about changes and are considerate of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not have sufficient oversight of pupils' participation in extra-curricular or enrichment activities. This means it does not know which pupils are taking part in these opportunities and those who are not. The school and trust should ensure that it has a detailed overview of which pupils do not benefit from all the school has to offer.

• A small minority of pupils do not consistently demonstrate the school's values in their approach to learning. As a result, there are occasions when their learning, and that of others, is disrupted. The school and trust should continue to work with this small group of pupils to improve their attitudes, so that interruptions to pupils' learning are avoided.