We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of St Newlyn East Learning Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Newlyn East Learning Academy.
To see all our data you need to click the blue button at the bottom of this page to view St Newlyn East Learning Academy
on our interactive map.
St Newlyn East Learning Academy has taken effective action to maintain the standards identified at the previous inspection.
The headteacher of this school is Rachael Hatch. This school is part of Kernow Learning Multi Academy Trust, which means other people in the trust also have responsibility for running the school.
The trust is run by the chief executive officer, Clare Crowle, and overseen by a board of trustees, chaired by David Parker.
What is it like to attend this school?
Pupils at St Newlyn East enjoy school. They get on well with each other and with the adults who support them.
They are friendly and polite. Pupils and most parents recognise the caring env...ironment and the commitment of staff to ensure that pupils thrive. Pupils know how to keep themselves safe.
Typically, pupils are kind to each other and play well together. When this is not the case, adults are usually good at resolving differences. Pupils are sensitive to one another's needs and look out for each other.
Pupils show positive attitudes to learning. They behave well and listen to each other and adults attentively.
The school has high expectations for pupils and in many areas, including mathematics and reading, these expectations are being reached.
In a few subjects, some pupils are not gaining the depth of knowledge they need to reach the highest standards.
Pupils experience a broad education. This is enhanced by clubs such as gardening, and the opportunity to learn to play a musical instrument.
They participate in 'Fun Fit' sessions to get ready for the school day and enjoy trips to the zoo and theatre. They attend many residential camps.
What does the school do well and what does it need to do better?
The school's curriculum is well designed and staff use their strong knowledge to implement the curriculum effectively in most subjects.
Children in the early years get off to a flying start. They benefit from high-quality phonics teaching, which results in children becoming strong readers. Teaching staff check carefully that younger pupils are fully confident in their sounds and, as a result, very few fall behind.
This is supported by a positive culture of reading. The class and school libraries are well stocked. Pupils are keen to choose books that interest them and are also guided to some by adults so that they are suitably challenged.
As a result, most pupils love reading and are fluent readers.
In mathematics, younger pupils gain a strong understanding of number and how to perform calculations. This prepares them well for key stage 2.
On occasion, the school's expectations of the quality of pupils' writing is not consistently high across the curriculum. The school has an agreed approach to teaching writing. However, there is not a sufficient focus on the accurate use of grammar or precision in pupils' spelling.
This means some pupils are not reaching the high standards that they are capable of.
The school is swift to identify the needs of pupils with special educational needs and/or disabilities (SEND). Almost all pupils have their needs met well in whole-class teaching, due to the resources that are used and the support that staff give them.
However, this is less well developed for a few pupils with speech, language and communication needs.
Pupils' attendance is high. Staff work well with families to make sure that absences are avoided.
Nonetheless, some pupils' attendance is negatively affected by going on holiday during school time. The school works hard to ensure that pupils catch up on their return.
Pupils benefit from a wide range of activities that ensure they are well prepared for life beyond the school.'
Beach school' is a firm favourite and, through working with the Royal National Lifeboat Institution, pupils know how to keep themselves safe when they are at the coast, as well as understanding why and how to protect the environment. Visiting speakers and trips ensure that pupils learn about a range of religions and different cultures.
The recently appointed headteacher has quickly established positive relationships with the staff team and parents.
Teaching staff appreciate the thoughtfulness of trust and school leaders. Revised assessment arrangements and streamlined processes make sure that teachers and leaders have the time they need to carry out their roles. Staff are proud to work at St Newlyn East.
Trustees and local governors have an accurate view of the school's strengths and weaknesses. This ensures they are well informed to make the necessary strategic decisions. There are effective arrangements in place to hold school leaders to account.
The school makes purposeful use of the trust's training programmes and benefits from working with other schools in the trust. This ensures that staff have the skills and knowledge they need to continue to improve.
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's clear expectations of the quality of pupils' writing, including the accurate use of grammar and spelling, is not consistently implemented across the school. Consequently, some pupils are not reaching the standards they are capable of. The trust should ensure that teaching enables pupils to write well, with accuracy and precision, across the curriculum.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2019.
