St Stephens Community Primary School
'The school's pastoral care is exceptional. Pupils' voices are heard. They value the warm and respectful relationships they have with staff. Pupils feel happy and safe. They are confident that should bullying occur, staff will deal with it quickly and fairly. The school's three rules are well-understood by all. Pupils display excellent manners.' (Inspection Report/July 2024)
Pupils' behaviour is exemplary. the positive ethos in the school is firmly embedded, so disruption to learning is extremely rare. Pupils know, and embody, the school values of creativity, relationships, leadership and advocacy. They have a myriad of opportunities to represent the school and take on positions of responsibility.' (Inspection Report/July 2024)
'Staff value the direction of the headteacher and the trust in curriculum development. They are galvanised in their effort to ensure pupils receive a high standard of education. Local governors are well placed to ensure they challenge leaders to drive improvements where they are needed.' (Inspection Report/July 2024)
Princetown Community Primary School
'Pupils are happy and love coming to school. They are kind to others and behave well.'(Inspection Report/February 2024)
'All pupils, including those with special educational need and/or disabilities (SEND), are encouraged to become independent and confident learners. The school has designed an ambitious curriculum that is suitable for mixed-aged classes. The curriculum identifies the knowledge and skills pupils should learn from early years to year 6.' (Inspection Report/July 2024)
'Trustees and governors know the school well. they have an accurate view of the strengths and priorities for improvement. They provide effective challenge and support. Staff are valued and appreciated. (Inspection Report/July 2024)
Werrington Primary School
'Pupils enjoy coming to this welcoming and inclusive community school. There is a family feel to the school. Because of its size, everyone knows and cares for one another. Parents and carers spoke with heartfelt emotion about the positive impact the school has had on their children.' (Inspection Report/June 2023)
'Governors work closely with leaders to support them to drive their priorities forward. Governors use their expertise to challenge leaders effectively when needed. For instance, governors have ensured that leaders have improved pupil attendance and persistent absence.' (Inspection Report/June 2023)
'Staff are overwhelmingly positive about working at Werrington. They describe feeling supported, knowing leaders consider their workload, professional development and their well-being.'(Inspection Report/June 2023)
Lew Trenchard Church of England Primary School
‘Pupils, staff, parents and carers are proud of their school. The school’s religious ethos is at the heart of the school.’ (Inspection Report/June 2023)
‘Leaders work with governors and the trust to improve the quality of education for the pupils. Teachers value being part of a wider network that supports curriculum improvement.’ (Inspection Report/June 2023)
‘Governors understand their roles well. With guidance from the trust, governors support and challenge leaders. This means governors and leaders share the same ambitious vision for pupils and staff. Staff feel well supported by leaders. As a result, teachers are proud to work at the school.’ (Inspection Report/June 2023)
North Petherwin Primary
'North Petherwin is a happy and inclusive school. Pupils talk enthusiastically about their learning and the wider opportunities they receive.' (Inspection Report/May 2023)
'Leaders have high expectations of pupils’ behaviour. Pupils’ conduct and attitude to learning is excellent. They are supportive of each other and enjoy harmonious relationships.' (Inspection Report/May 2023)
'Pupils follow a broad and ambitious curriculum from the Nursery and Reception Year through to Year 6. They have thought carefully about the knowledge they want pupils to learn in each subject and across the different year groups. Leaders have provided staff with effective training on how to support the needs of pupils with special educational needs and/or disabilities (SEND).' (Inspection Report/May 2023)
'Staff are proud to work at this school. They feel well supported by the headteacher, governing body and the trust. Staff say leaders value them. One example of this is through the time committed to developing the subject knowledge of staff.' (Inspection Report/May 2023)
Launceston Pre-School
'Children enjoy their time at this welcoming pre-school. They are keen to involve staff in their play and feel safe in their presence. Staff plan a curriculum that meets children's interests and needs. All children show a positive attitude to learning and demonstrate high levels of curiosity.' (Inspection Report/March 2023)
'Children are very confident learners. Staff have high expectations for every child, ensuring they have challenging yet achievable activities.' (Inspection Report/March 2023)
'Partnerships with other professionals is effective. Staff have formed close links with the local school. They work well together to ensure the consistent teaching of letter sounds for the most able children. Staff ensure all children are independent and confident communicators before their move to formal education.' (Inspection Report/March 2023)
'Children's safety is of high importance. Staff ensure the premises are always secure, including when visitors are present. The recruitment of staff is robust. Leaders ensure all staff have significant experience in childcare and they consistently monitor their ongoing suitability to work with children.'(Inspection Report/March 2023)
Windmill Hill Academy
'Leaders have meticulously crafted a curriculum beyond the academic. This means pupils enjoy a range of experiences that they may not otherwise have. For example, older pupils visit London to gain an experience of modern Britain that is different to their locality. They develop their understanding of democracy with a visit to the Houses of Parliament.' (Inspection Report/December 2022)
'Leaders have created an ambitious curriculum, including in the early years. It is carefully designed to reflect the school’s context. Staff have worked together to identify the small steps of knowledge that pupils need to know and by when. This hard work has paid off. The curriculum has a clarity which means that pupils build on their knowledge well over time. For example, in mathematics, older pupils learn to solve increasingly complex reasoning problems. They use the correct mathematical vocabulary when explaining their answers.' (Inspection Report/December 2022)
Coads Green Primary
'Staff have high expectations of pupils. They expect pupils to do their best. Pupils respond to this positively. As a results, their behaviour is exemplary, both in lessons and at social times. Pupils say that bullying is rare. They say people are kind to each other. They are confident that staff will resolve any issues that occur.' (Inspection Report/October 2022)
'Leaders have made great strides with the curriculum. They have constructed an ambitious curriculum that is rigorous and logically sequenced. However, leaders are not complacent. In conjunction with the trust, they continually check its impact and make changes as necessary. This ensures continual improvement.' (Inspection Report/October 2022)
Lew Trenchard Church of England Primary
'The An Daras Multi-Academy Trust leaders understand the school's priorities. The local governing body carries out its duties effectively. It takes a special interest in checking that staff feel well supported.'(Inspection Report/March 2020)
'Pupils enjoy coming to school. There is a strong inclusive ethos that reflects the Christian values of the school: respect, responsibility and kindness. Pupils know that there are trusted adults who will keep them safe and help them to learn. The high level of care provided by staff, including the family support worker, helps pupils to manage their emotional health and well-being well.' (Inspection Report/March 2020)
St Catherines C of E Primary
‘The school has benefited from support provided by the multi-academy trust to which it belongs’ (Inspection Report/April 2019)
‘The Trust has provided strong support to the school since it became an academy in 2016. Academy Improvement Officers have provided advice and guidance to firm up leadership. They have also contributed to leaders’ accurate self-evaluation. School staff share practice with other colleagues in the trust and benefit from joint training events. Finance and human resources matters are also more effectively dealt with as a result of the school being part of the Trust’ (Inspection Report/2019