Camborne Science and International Academy, located in Camborne, Cornwall, has been evaluated as a good school following its inspection on January 23 and 24, 2024. The principal, Emma Haase, leads the school, which is part of the Athena Learning Trust. The trust is overseen by CEO Ben Parnell and a board of trustees chaired by Elaine Marshall. The school serves a diverse student body of 1,826 pupils, including 172 in the sixth form, and caters to students aged 11 to 18.
The inspection highlighted the school's high expectations for all students, including those with special educational needs and disabilities. Clear rules and routines contribute to exceptional behavior in lessons, with most students demonstrating good conduct throughout the school. Many students express pride in their work and aspire to achieve, resulting in purposeful lessons and effective learning experiences. However, some students and parents have raised concerns about the new expectations, feeling they may be unrealistic, particularly in light of recent changes and instability within the school community.
The curriculum is designed to support students' broader development, offering numerous opportunities for exploration of interests and talents. Students with special educational needs learn alongside their peers and feel adequately supported. The school is ambitious for its disadvantaged community, implementing a well-sequenced and relevant curriculum, particularly in the sixth form, where it has seen outstanding provision.
Leaders are proactive in identifying strengths and weaknesses within the school and have taken swift action to address areas needing improvement. Strategies have been implemented to enhance student behavior and achievement, particularly in response to declines observed during the pandemic. The curriculum is consistently delivered across most subjects, leading to improved student progress.
The school emphasizes the importance of academic and vocational courses, with a focus on English Baccalaureate subjects. Efforts to improve the curriculum in modern foreign languages have already shown positive results. Assessment practices are generally effective, with teachers adept at checking understanding during lessons. However, there is room for improvement in assessing long-term retention of knowledge, which can hinder students' ability to connect prior learning with current studies.
Attendance has been a focus for the school, with staff developing a clear strategy to tackle persistent absence. As a result, attendance rates are improving, and students increasingly recognize the importance of regular attendance. The sixth form students have responded well to expectations regarding attendance.
The school promotes social and emotional development through various opportunities for students to engage with different cultures and beliefs. Careers guidance is well-received, particularly in the sixth form, where students feel supported in securing university placements or apprenticeships.
While the school has made significant strides in addressing historical weaknesses, some community members still lack confidence in the changes being implemented. The school is encouraged to enhance communication and engagement with all stakeholders to foster a unified direction. Additionally, the school should continue refining its assessment practices to better identify learning gaps and further improve the curriculum. Overall, Camborne Science and International Academy demonstrates a commitment to providing a high-quality education and supporting the development of its students.
