Treverbyn Academy

Type Primary / Academy sponsor led
Age Range 2-11
Religion Unknown
Address Stenalees
St Austell
Cornwall
PL26 8TL
Phone 01726850503
Reference Number 137076

Treverbyn Academy is performing well overall, demonstrating a good quality of education, strong leadership, and positive pupil behavior and attitudes. The school has shown determination and ambition in its curriculum development, ensuring that all pupils, including those with special educational needs and/or disabilities (SEND), are included and supported. Despite a period of staffing changes, leaders have successfully guided the school, and evidence indicates that pupils are now achieving more strongly than previous published outcomes suggest. The nurturing environment contributes to pupils' pride in their learning, with many expressing enthusiasm for their education.

General Makeup

Number of pupils 204
Boy/Girl ratio Boys: 48.04%
Girls: 51.96%
Percentage of students eligible for free school meals 26%
Percentage of students where English is not their first language 6.9%

Class Sizes

Average size of one teacher classes 29
Average size of Key Stage 1 classes taught by one teacher 28.5
Average size of Key Stage 2 classes taught by one teacher 29.5

Year Groups

Year Boys Girls Total
1 11 16 27
2 11 18 29
3 17 14 31
4 19 11 30
5 13 16 29
6 13 17 30

Ethnicities

Ethnicity Percentage
White, British 84.3%
White, Other 5.4%
African 2%
White & Black (Caribbean) 1%
White & Asian 0.5%
Unclassified 0.5%
White & Black (African) 0.5%
Asian, Other 0.5%

Overall Ofsted Rating Good
 >  Quality of education Good
  >  Behaviour & Attitude Good
  >  Personal Development Good
  >  Leadership & Management Good
  >  Early Years Provision Good
Last Report Date 10 May 2023
Date Report
10 May 2023 School inspection:
09 May 2017 Full inspection:
13 Oct 2015 Monitoring visit
07 May 2015 Full inspection:
08 May 2013 Full inspection:

Strengths

  • Leaders have high expectations and ambitions for pupil learning.
  • Inclusive practices ensure that all pupils, including those with SEND, receive support.
  • Positive relationships between staff and pupils create a nurturing environment.
  • Reading is prioritized, with effective phonics teaching and support for struggling readers.
  • Children in early years enjoy a language-rich learning environment.

Areas for Improvement

  • Aspects of the new curriculum are in early stages of implementation, impacting knowledge retention.
  • Monitoring of behavior patterns is not rigorous enough to inform curriculum adaptations.
  • Communication with parents about behavior issues requires improvement.

How many students meet the standards

Reading, Writing & Maths School Score Percentile (local) Percentile (nationwide)
Pupils meeting the expected standard 57%
Pupils meeting a higher standard 0%

Average Scaled Score

Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.

Subject School Percentile (local) Percentile (nationwide)
Reading 103
Maths 102

Progress Scores

A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.

Metric School Score Percentile (local) Percentile (nationwide)
Reading -3.5
Writing -0.8
Maths -2.7

How many students meet the standards

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Average Scaled Score

Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.

Sample

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Progress Scores

A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.

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2025 Admissions

Number of Applications Number of Offers
First Preference
Second Preference 10 0
Third Preference 4 0
From another Local Authority 0 0

Previous Years

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Name Distance
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Name Distance
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