Parc Eglos School

What Ofsted said

From the inspection on 18 June 2024

The school is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND), to receive a high-quality education. In some areas, including in the early years, this ambition has been realised. However, in many areas of the curriculum pupils do not learn well. The new trust and executive headteacher have raised expectations for all. They have taken steps to bring about improvements to the school. They are beginning to have an impact on pupils' education. Pupils are safe and happy in school. Relationships between adults and pupils are positive. Pupils, right from the early years, are cared for well. They know they can tell their trusted adults if they have a worry. Pupils behave well in and around the school. The school is calm and orderly. Pupils are polite and well-mannered. They show respect to all. They smile and greet visitors warmly. There is a real focus on broadening pupils' horizons through planned events, assemblies and trips. The school has a focus on pupils' learning the Cornish heritage through local celebrations such as Flora Day. Pupils especially value residential visits and wider opportunities, such as sailing and windsurfing.

What the school should improve

• Some staff lack sufficient subject knowledge to plan activities that support pupils' learning. This hinders how well pupils secure important knowledge. The school and trust should provide staff with guidance and support to further develop their subject knowledge.
• Some subject leaders do not monitor the effectiveness of the curriculum in their subjects. This means that some leaders do not fully understand the impact their subject is having on pupils' learning. The school and trust should ensure that all subject leaders monitor their curriculum area effectively.
• Some of the individual targets set out for pupils with SEND lack precision. This means that some pupils with SEND do not learn well. Although there are some adaptations to learning, the school should ensure that these are precise and based on the specific needs of pupils so that they can be implemented well in classroom practice.
• Parents raised concerns that leaders do not communicate with them well enough. As a result, parents do not understand changes and improvements in the school. The school and the trust need to ensure that they have effective communication with all parents.
• The school's record-keeping processes for safeguarding are not as precise as they could be. This has an impact on how efficiently leaders can analyse and evaluate safeguarding information. The school and the trust must ensure that record- keeping processes for safeguarding are detailed and robust.

Read the full Ofsted report (opens in a new tab)