Coverack Primary School, located in Coverack, Helston, Cornwall, underwent an inspection on May 21 and 22, 2024. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also marked as requiring improvement. However, the school demonstrated good performance in areas such as behaviour and attitudes, personal development, and leadership and management. The head of the school is Jane Talbot, and it operates under the Aspire Academy Trust, which is overseen by CEO Vanessa Bragg and a board of trustees chaired by Penny Shilston.
The school is characterized by a friendly and supportive environment, with staff who know the pupils and their families well. Parents and carers appreciate the caring ethos of the school. Since the last inspection, the trust has provided significant support to implement positive changes, including creating a stimulating learning environment for younger pupils. However, the long-term impact of these curriculum changes on pupils' knowledge is still to be fully assessed.
Recent improvements in pupil behaviour have been noted, attributed to raised expectations regarding conduct in lessons. Learning is generally well-matched to pupils' needs, fostering positive attitudes towards learning. Pupils engage well with each other during playtime, and instances of bullying are rare. The school offers various extracurricular activities, ensuring that financial constraints do not hinder participation.
Despite these strengths, the school has faced challenges in improving the quality of education. Following a period of decline, the trust recognized the need for a comprehensive overhaul of the curriculum, particularly in early reading. The curriculum has been restructured from early years to Year 6, with support from partnerships with other schools and the expertise of the leadership team. Staff have received extensive training in effective teaching methods, leading to higher expectations for pupil achievement.
While staff have embraced the new curriculum, significant gaps in pupils' knowledge remain, particularly in the wider curriculum. Some pupils struggle to connect new learning with prior knowledge, and misconceptions are not always addressed by teachers. This has resulted in persistent gaps in understanding. Additionally, the school lacks clarity on how well pupils are learning across various subjects, which hampers its ability to make necessary adjustments to teaching strategies.
Reading remains a strong point for the school, with children learning to read effectively from the start. Staff are adept at identifying pupils who may fall behind and provide targeted support to help them catch up. The provision for pupils with special educational needs and disabilities has improved, with better systems for early identification and support.
Pupils also develop their character through various experiences, including residential trips and learning about beach safety. However, the school's curriculum does not sufficiently promote understanding of diverse cultures and faiths, leaving pupils underprepared for life in modern Britain. The trust is aware of the school's strengths and areas for improvement, conducting regular checks to monitor progress.
To enhance the quality of education, the school must address the significant gaps in knowledge within the wider curriculum and ensure that teaching adapts to meet these needs. Additionally, the curriculum should better prepare pupils for the diverse nature of modern society. The school is committed to making these improvements to foster a more effective learning environment for all pupils.
