Trevithick Learning Academy

Highlights from Latest Inspection

What is it like to attend this school?

Inclusion runs through Trevithick like a stick of rock.

Leaders are highly ambitious for all pupils whether they are in the mainstream classes or in the additional resource base (ARB). Staff cheerfully greet pupils each morning. This reflects the warm relationships in the school.

Pupils feel safe and secure.

Pupils behave exceptionally well. They have highly positive attitudes to learning.

Pupils display impeccable manners towards visitors. At lunchtimes, they play together harmoniously on a range of equipment such as go-karts and the skateboard ramp. Staff's support for pupils who find it difficult to manage their emotions is highly effective.
<...br/>Bullying is rare.

The school provides pupils with a rich range of experiences beyond the academic. From the beach and forest school to the Year 6 bushcraft camp, these experiences are meticulously planned and of the highest quality.

Trevithick is a hub of sporting excellence across a range of different disciplines. The school monitors pupils' participation in sports tournaments to ensure a high number have their chance to shine. In addition, the school hosts the 'Trevictus Games'.

This gives pupils with special educational needs and/or disabilities (SEND) the experience of competitive sport.

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

Leaders, staff, governors, trustees, pupils and parents are united in the vision for Trevithick. There is an unwavering focus on pupils' personal development.

Pupils leave Trevithick having learned a broad and balanced curriculum. However, it is the breadth beyond the academic that the school is rightly proud of. Pupils are well prepared for their next stage of education.

The school has established a well-sequenced and ambitious curriculum from Nursery to the end of key stage 2. Leaders have supported staff to carefully craft and hone curriculum thinking. At every step of the journey, they consider the needs of pupils with SEND.

Adaptations for these pupils, including those in the ARB, are skilfully and strategically managed. Following a dip in key stage 1 results, the school has strengthened its work on oracy and vocabulary to ensure that this is not a barrier to pupils.

Staff have agreed approaches for teaching the curriculum.

They explain concepts well. Staff question and probe pupils to understand their thinking. They use appropriate resources to help pupils, such as glossaries in science.

However, sometimes the work pupils complete does not build on what they can already do. This means that pupils do not deepen their knowledge fully. Where staff implement the curriculum better, pupils recall their learning well.

For example, older pupils recall what they have learned about World War 1. Younger pupils describe features of different seasons in science.Reading is prioritised from the moment children start in the early years.

In the Nursery, children, including two-year-olds, learn nursery rhymes and listen carefully to the stories that adults read to them. The school regularly trains staff to improve their teaching. As a result, pupils learn the phonics code well.

Through effective checking systems, staff quickly identify those who fall behind. Extra support helps them to catch up.

The school develops much of its learning in the outdoors.

For example, through the 'Venture 60' programme, pupils develop key skills such as teamwork, resilience and independence. Children in the Nursery develop their learning across all areas of the early years curriculum in the well-planned outdoor space. The school checks these dovetails with the indoor provision.

Pupils experience life beyond Camborne. They visit contrasting locations such as London and Manchester. This helps to prepare them for life in modern Britain.

Pupils develop leadership skills in roles such as school council members, play and sports leaders.

The school has highly effective systems to promote attendance. While the school knows and supports its families well, it is not afraid to take swift and decisive action where necessary.

As a result, pupils' attendance is above those of their peers nationally.

Parents and carers speak very highly of the school. They say communication between school and home is strong.

Parents know they can approach staff with any concerns they might have.

The trust ensures that the local governing body is clear on its roles and responsibilities. They hold the leadership of the school to account well.

Governors make checks on aspects of the school's work, such as safeguarding. This helps them to have an accurate view of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On some occasions, teachers give pupils activities that do not build on what they can already do. As a result, on these occasions, pupils do not deepen their knowledge fully. The trust needs to ensure that teachers provide pupils with work that extends their knowledge.