Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non‑statutory legislation and the professional standards expected of them.

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

The school provides a coherent and well‑structured programme that promotes pupils' wider development. The curriculum develops pupils’ understanding of modern Britain. Pupils learn through a well‑considered relationships, sex and health education programme that helps them understand how to stay safe and make informed choices. For instance, pupils learn how to keep themselves safe when online. They also deepen their understanding of democracy, free speech and the rule of law. This is done through curriculum and practical experiences, such as elections to the school council and opportunities to contribute to the town council.

Pupils benefit from a broad range of enrichment opportunities that extend their experiences and nurture their interests in areas such as the arts, music and sport. They engage with the local community through initiatives, such as community art projects on the seafront and events that celebrate their Cornish heritage. Visits to places of worship, such as mosques, broaden pupils’ understanding of different faiths and strengthen their appreciation of cultural and religious diversity. There is a well‑planned careers programme that prepares pupils for their next steps beyond school. Pupils benefit from effective pastoral support that prioritises their emotional well‑being.

Leaders ensure that all pupils benefit from the personal development offer. They track pupils' participation carefully and take purposeful steps to ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities engage fully. Staff make reasonable adjustments where needed so that pupils can access the full range of opportunities, including visits to universities and theatres.

Overall, the personal development programme is thoughtfully designed and effective. It promotes pupils’ wider development well and reflects leaders’ commitment to provide every pupil with a rich, inclusive and outward‑looking set of experiences.

A significant minority of pupils continue to have gaps in their knowledge which limits the progress they make. Leaders’ actions have not secured the sustained improvements in achievement that are needed. Over time, pupils, including disadvantaged pupils, have not attained well in several subjects, leaving some unprepared for their next steps. For example, outcomes at the end of key stage 4 have been below the national standard for some time. Weaknesses in reading and writing are not addressed effectively which means that some pupils struggle to learn with confidence. Staff do not adapt teaching consistently well enough to meet pupils’ needs, meaning a significant minority do not achieve well from their starting points.

Leaders are taking appropriate and well-planned action, and early signs of improvement are emerging. Outcomes have improved in some subjects. However, leaders' work is at an early stage of implementation so the impact of this is not yet widespread.

Leaders’ work to improve pupils’ attendance has not yet had the intended impact. Overall attendance rates are consistently below the national average. This is also the case for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). This is because the bespoke strategies which leaders have introduced are still in their infancy. A minority of pupils are also not punctual to lessons, which disrupts learning and limits their engagement.

Although leaders identify the academic, social and emotional needs of disadvantaged pupils, pupils with SEND and those known to children’s social care, the support provided has not led to sustained improvements. Staff do not consistently match or implement support to meet pupils’ changing circumstances. This means that too many pupils continue to face barriers that affect their learning.

Leaders have clear ambitions to improve pupils’ behaviour and attitudes. They have introduced a range of appropriate strategies to address social and emotional barriers. Most pupils conduct themselves well, are polite and respond positively to leaders' expectations. Pupils learn in calm, well‑ordered classrooms and generally show positive attitudes to learning. The school deals quickly and consistently with any discrimination or unkind behaviour. Staff know, support and care for pupils well, creating a safe and nurturing environment.

Leaders’ work to improve the curriculum and the quality of teaching is not yet consistent or embedded. As a result, weaknesses in teaching continue to limit the progress that many pupils make. Staff's use of agreed approaches to teach the curriculum are applied unevenly. For example, staff do not routinely identify or address gaps in pupils’ knowledge with sufficient precision. Leaders have considered how teaching should be adapted for disadvantaged pupils, those with special educational needs and/or disabilities and others who face barriers. However, these adaptations are not consistently well matched to pupils’ needs. Staff sometimes do not have the expertise or confidence to make adjustments accordingly. This means that some pupils do not receive the support they need to follow the curriculum successfully.

Leaders have set clear and suitable ambitions to improve the curriculum and the teaching of it. They have taken early steps to strengthen practice across the school. Their work demonstrates a genuine commitment to raising standards. They have introduced a programme of training for staff, designed to improve the quality of education pupils receive in all subjects. Leaders have also rightly prioritised the development of pupils’ early reading as a key foundation for learning. An effective phonics programme is in place for a small group of pupils.

Overall, leaders’ intentions are positive and well judged, but the early stage of implementation means the impact of their work is not yet evident.

The systems that leaders have in place to identify and support pupils' needs are not yet fully effective. Staff do not use the information they have about gaps in pupils’ knowledge in reading and writing well enough to support learning, particularly for pupils with special educational needs and/or disabilities (SEND). For example, staff do not routinely use information about pupils’ reading skills to help all pupils follow the wider curriculum. As a result, these pupils do not achieve as well as they should.

Leaders have established some systems for identifying pupils’ needs and ensuring that staff use these. For example, seating plans highlight vulnerable pupils. Leaders also endeavour to work closely with families and other professionals to secure the best support for pupils with SEND and disadvantaged pupils. In addition, staff receive a breadth of training on how to support disadvantaged pupils and those with SEND. Leaders use pupil premium funding appropriately to reduce the barriers for disadvantaged pupils. However, this work is still developing and it is too early to see its full impact. Leaders monitor whether their actions are working as they intend but this process, too, is in its infancy.

Leaders’ ambitious vision has not yet translated into the consistent, day‑to‑day improvements that pupils need. The initiatives they have introduced are at an early stage and staff do not apply them with the depth or consistency required. As a result, leaders’ changes have not yet secured sustained improvements in classroom practice or pupil outcomes. Expectations of what pupils can achieve vary too widely between staff. This weakens leaders’ strategic direction and slows the pace of improvement.

Although leaders articulate a clear and ambitious vision for the school, this has not produced the coherent, whole‑school impact needed for pupils to benefit fully. Leaders have a clear improvement programme that targets key priorities, including to strengthen attendance, refine the curriculum and improve the quality of teaching. They prioritise removing barriers to learning, particularly for vulnerable and disadvantaged pupils. Leaders also support staff's wellbeing and workload appropriately. This helps staff to feel valued and able to focus on improving their practice.

Trustees and governors provide appropriate challenge and hold leaders to account effectively. However, the impact of their work is also not evident in sustained improvements across the school.

Most parents and carers recognise and value the improvements which have begun to take place. Staff welcome the increased opportunities to develop their practice. However, these positive signs have not yet resulted in the school‑wide consistency required.

Overall, leaders, trustees and governors have established the right foundations for improvement and demonstrate a secure understanding of the school’s needs. Leaders' work is focused on embedding newly implemented systems, expectations and practice so that pupils are able to achieve well.