Nanpean Community Primary School

Strengths

• Pupils enjoy school, attend highly and want to be there
• The 'Nanpean Way' has raised expectations and created a settled, respectful and inclusive environment
• Pupils have positive behaviour for learning and very few concerns about peers' behaviour
• Bullying and discriminatory behaviour are rare and staff manage incidents quickly and well
• The curriculum has been overhauled to provide greater clarity and consistency across English, mathematics and the wider curriculum
• Teaching typically ensures pupils, including disadvantaged pupils and those with SEND, retain what they learn over time
• Regular spelling, handwriting, number fluency and targeted intervention work have successfully closed gaps in learning
• Early years provision is well considered, with caring relationships and a curriculum that secures essential knowledge for future learning
• Children in early years show high levels of independence, curiosity and enthusiasm
• Leaders prioritise early identification of SEND and barriers to learning, and provision is adapted effectively
• Support for disadvantaged pupils is clearly planned and additional funding is used well to reduce barriers
• Staff benefit from professional learning in school and across the trust to support an inclusive education offer
• Personal development is carefully designed and adapted to the local community, including risks near clay pits in rural Cornwall
• Pupils learn about relationships, healthy lifestyles, online safety and fundamental British values
• Pupils benefit from trips, themed days, visitors, extra-curricular clubs and leadership roles
• Leadership and governance have strengthened since joining the trust, with effective support and challenge from the local monitoring committee
• Staff hold a typically positive view of leadership and leaders' attention to wellbeing and workload
• Safeguarding standards are met, with an open and positive culture of safeguarding

Areas for Improvement

• Over time, pupils have not achieved well at the end of key stage 2 in reading, writing and mathematics
• Published outcomes at key stage 2 are below national averages
• Disadvantaged pupils' historical outcomes were particularly low, with large gaps compared with non-disadvantaged pupils nationally
• Leaders must ensure that key stage 2 achievement across reading, writing and mathematics fully reflects the quality of the curriculum
• Leaders need to fully embed recent work to establish consistency and sustained impact across the academic curriculum, behaviour and attitudes to learning, and pupils' personal development
• Some pupils still need reminders of the school's high expectations, although staff deliver these kindly and appropriately

• Primary Schools
• Secondary Schools