Indian Queens School Head Teacher Personal Statement

There are 38 schools in Cornwall currently rated as 'outstanding' by Ofsted school inspectors.

There are 34 primary schools, three secondary schools and one further education college in the county considered as of today as top of the class by the education watchdog.

Schools can be given one of four ratings after a visit from Ofsted – outstanding, good, requires improvement or inadequate.

As well as exam results, Ofsted inspectors also take into account the quality of teaching and the views of pupils.

Regardless of any Ofsted rating, many other schools in Cornwall provide excellent standards of education. Many indeed are rated good with outstanding features by Ofsted inspectors.

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Here are the Cornwall schools considered the best of the best and what inspectors said about them.

Primary Schools

Biscovey Academy - Par

Inspection dates: November 27-28, 2014

Pupils’ achievement is outstanding. Standards in reading, writing and mathematics at the end of Year 6 are well above average. The headteacher, with the support of his senior leaders and staff, is determined to make the lives of his pupils richer as a result of their time at the academy.

Excellent organisation of learning makes a very significant contribution to developing pupils’ highly positive attitudes. Pupils’ behaviour is excellent. They are always positive and keen to learn in class. At other times, they treat one another with respect and tolerance.

Teaching is outstanding. Teachers know their pupils well and ensure that their planning is tightly focused on how to help each one make even better progress.

Pupils achieve very well and have made rapid progress since the academy opened. Disadvantaged pupils make particularly strong progress. Those who have special educational needs make outstanding gains from their low starting points

Bishop Bronescombe CofE School - St Austell

Inspection dates: March 30, 2011

No Ofsted report is available as the school is currently in the process of converting to an academy.

In its letter to parents, the Chief Inspector said: "It is important to note that, as the academy converter is a new school, which may not yet have been inspected, the inspection judgements of the predecessor school are not those of the new academy.

"However, the most recent inspection judgements of the predecessor school are taken into account by Ofsted for the purpose of scheduling the first inspection of the new academy converter. Some academy converters have replaced schools which were judged to be outstanding at their most recent Ofsted inspection.

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"Under the Education Act 2011, most schools previously judged to be outstanding will be exempt from routine inspection. This means they will not be subject to inspection at regular intervals.

"However, three years after the predecessor school was last inspected it will be subject to Ofsted’s formal risk-assessment process, which may lead to an inspection."

Blisland Community Primary School - Bodmin

Last inspected: December 1, 2011

This is an outstanding school. It has strengthened all areas of provision and improved rapidly since the last inspection. Parents and carers are very pleased with the quality of education and the improvements made.

Children make an excellent start in the Early Years Foundation Stage where strong provision helps them make outstanding progress. As a result of outstanding teaching throughout the rest of the school, pupils achieve very well and attain significantly above average by the end of Year 6.

The school has a strong family atmosphere and staff and pupils get on extremely well together. As a result, all groups of pupils, including those who are more able and those with special educational needs and/or disabilities, become very confident and enthusiastic learners.

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Lessons are very well organised. Teachers ensure that all activities match pupils’ abilities precisely and draw on their interests. Excellent curriculum planning ensures that pupils have lots of opportunities to learn to work creatively and independently.

Bodriggy Academy - Hayle

Last inspected: June 11, 2014

Pupils thoroughly enjoy school. They consistently give of their best and make excellent progress. Pupils reach at least average standards by Year 6. This reflects continuing outstanding achievement from their low starting points.

Outstanding teaching across the school ensures that all pupils achieve with equal success. Teachers have very high expectations of their pupils. Learning is stimulating and fun.

Children get very effective help in the Early Years Foundation Stage. Learning is made interesting and exciting.

The headteacher is an inspirational leader. He is extremely well supported by staff and governors in driving improvement.

Staff strongly promote the pupils excellent attitudes to learning. This enables pupils to make rapid progress. Pupils feel valued and confident at school because they are treated equally and benefit from high-quality care.

They feel very safe and behave extremely well. Pupils enjoy learning a wide range of subjects. These include excellent opportunities to take part in sporting and musical activities.

The stimulating activities provided contribute strongly to pupils’ outstanding spiritual, moral social and cultural development.

Camelford Community Primary School

Last inspected: September 15, 2011

This is an outstanding school which takes great pride in its exceptionally welcoming and inclusive ethos.

The heart of its work is the way that it values each one of its pupils and fully understands them as individuals and equals. It has a vibrant atmosphere and staff are unrelenting in their efforts to help pupils to progress.

The impact of the school’s statement of intent, that it is rightfully proud of, ‘where every person matters’, is evident throughout this highly inclusive and cohesive community. Parents value the education their children are getting.

Outstanding care, support and guidance underpin the school’s exceptional social values and have an enormous impact on pupils’ outstanding personal outcomes.

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Pupils report that they are happy and enjoy being at school. They have developed excellent social skills and are caring and respectful.

When children join the Nursery they generally have personal, social and emotional skills and communication, language and literacy skills that are lower than the levels that are typical for children of this age.

However, these are addressed so effectively by the school’s excellent early interventions and outstanding partnership working with the Children’s Centre, that the children settle in extremely quickly.

They make good and, in many cases, exceptional progress through the Early Years Foundation Stage, with the greatest gains being made in children’s personal, social and emotional skills.

Curnow School - Redruth

Last inspected: January 25, 2013

This school converted to an academy in September 2016 and has since to be inspected under the new status.

Darite Primary School - Liskeard

Last inspected: October 3, 2007

This school converted to an academy in August 2016 and has since to be inspected under the new status.

Gorran School - St Austell

Last inspected: May 2, 2012

This is an outstanding school. Excellent teaching and a rich and varied curriculum enable pupils to make sustained and rapid progress in their learning.

Pupils’ achievement is outstanding. All pupils make at least good and often outstanding progress in all their lessons. Disabled pupils and those with special educational needs make outstanding progress.

Teaching is outstanding because teachers have high expectations of their pupils and plan interesting lessons that motivate them to learn quickly. As a result, pupils’ attitudes to learning are excellent.

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Teachers are particularly adept at using the rich local environment to enhance pupils’ learning.

Pupils’ behaviour and safety are outstanding. Behaviour in lessons and around the school is exemplary as pupils are polite and thoughtful.

Pupils and their parents and carers agree that there is very little bullying. However, pupils have a limited understanding of different forms of bullying and of how they may be countered, and the school does not routinely record any incidents that occur.

Leadership and management are outstanding. Teaching is monitored very effectively and suitable action is taken to remedy any weaknesses. There has been sustained and rapid improvement since the last inspection and the weaknesses identified at that time have been tackled successfully.

The excellent curriculum promotes pupils’ spiritual, moral, social and cultural development in an outstanding manner. Arrangements to keep pupils safe are effective and meet all statutory requirements.

Gwinear Community Primary School - Hayle

Last inspected: October 1, 2009

This is an outstanding school which has improved considerably since the last inspection. Pupils make excellent progress especially pupils in years 1 to 6 due to excellent teaching which always challenges them to do better.

The school's excellent and detailed evidence shows that all pupils make excellent progress from their starting points. This includes both boys and girls and those with special educational needs and/or disabilities who are well supported by teaching assistants.

Pupils' behaviour is outstanding both in the classroom and outside.

A number of pupils with potentially difficult behaviour are managed extremely well by staff. Pupils are their parents feel safe at the school.

The school has taken an usually proactive approach to the promotion of equality and diversity having recently consulted parents over a scheme in this area. As a result pupils are tolerant, polite and confident.

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Pupils are excited and motivated by the excellent curriculum. They speak with great enthusiasm of learning French, music and art, of trips and residential experiences and of the many opportunities for sport and exercise such as the street dance club.

With the able leadership of the headteacher and governors, staff demonstrate the ambition and drive needed to improve the school further.

Indian Queens Community Primary School and Nursery - Indian Queens

Last inspected: May 1, 2014

Pupils greatly enjoy school, readily give of their best and make excellent progress as they move through the school.

Pupils reach above-average levels of attainment at the end of Year 6 each year. This reflects their continuing outstanding achievement.

Outstanding teaching across the school ensures that all pupils achieve with equal success from their differing starting points.

Teaching is very strong because staff diligently check pupils' understanding and skilfully set work at the right level to extend their skills.

Teachers give clear advice to pupils about how to improve their work.

The headteacher is an inspirational leader. She is extremely well supported by staff and governors in driving improvement.

Staff organise a stimulating range of activities which contribute strongly to pupils' spiritual, moral, social and cultural development.

Pupils feel valued and confident at school because they are treated equally and benefit from high-quality care. Consequently, they also feel very safe and behave extremely well.

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Staff strongly promote the pupils' excellent attitudes to learning that typically support their rapid progress.

Provision in the Early Years Foundation Stage and for disabled pupils and those with special educational needs is a particular strength.

Ludgvan School, Penzance

Last inspected: March 5, 2014

Pupils thrive in well-resourced and interesting classrooms and as a result make outstanding progress during their time at Ludgvan School. Their attainment is well above national averages at the end of Key Stage 2.

Disabled pupils and those with special educational needs achieve highly and make outstanding progress in all areas of learning. This is also true of pupils in receipt of support through the additional pupil premium funding.

Teachers and teaching assistants make an exceptional contribution to the progress and learning of pupils of all abilities.

Lessons are exciting, full of interest for pupils and capture their enthusiasm. Pupils enjoy the challenges set.  The quality of the teaching is consistently good and often outstanding in all key stages. The school's leaders frequently check the quality of teaching and learning. They have an accurate view of strengths and areas to be developed further.

Teachers have high expectations, and manage their classes very well to ensure that all pupils are fully engaged in their learning.

Behaviour and safety are outstanding. All pupils agree that the school is a very safe and caring place.

The subjects taught are wide-ranging and meet the needs and interests of pupils very well. Their spiritual, moral, social and cultural development is supported exceptionally well.

Parents are fully involved in their children's education and speak very highly of the school. They particularly value the different learning experiences that their children are offered.

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The governing body is well informed about all aspects of the school and is highly effective in supporting the leadership team in their pursuit of continual improvement and excellence.

Marlborough School - Falmouth

Last inspected: March 28, 2014

The creative vision of the headteacher has provided an exceptional opportunity where all pupils want to engage and learn.

Achievement is outstanding and attainment at the end of Year 6 is above the national average.

Reception class children acquire the communication and social skills needed to learn effectively. They make a good start as the teaching is exciting and motivates the children to learn as soon as they arrive each day.

Disabled pupils and those who have special educational needs make excellent progress as they are well supported. Pupils in receipt of extra help through the pupil premium also make excellent progress.

Teaching is outstanding. Staff have very high expectations of their pupils and capture both their interest and enthusiasm.

Pupils enjoy the challenges set, and in turn this helps them make rapid progress in their learning.

The behaviour of pupils is outstanding, both in school and in the local community while out of school on visits. Pupils provide excellent support to each other both in lessons and during break times.

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The curriculum is innovative, providing a highly effective and imaginative approach to learning that pupils really enjoy. Pupils' spiritual, moral, social and cultural development is extremely well promoted.

Teachers' performance is managed well and their morale is exceptionally high.

Mawgan-in-Pydar Community Primary School - Newquay

Last inspected: May1, 2012

This school has been in the process of converting to an academy since June 2014 and has since to be inspected under the new status.

Menheniot Primary School - Liskeard

Last inspected: September 25, 2007

In carrying out the interim assessment, we considered the following: pupils' academic performance, pupils' attendance, any inspection visits carried out by Ofsted since the last routine inspection, qualifying complaints about the school by parents or carers, any other significant concerns brought to Ofsted's attention.

The interim assessment indicates performance has been sustained and that we will not be inspecting your school unless we receive further information that raises concerns.

Mount Hawke Academy - Truro

Last inspection date: June 5, 2013

Since becoming an academy, the school has maintained very high standards of attainment. Pupils leave Year 6 having made outstanding progress and achieve well above expectations for their age in a range of subjects, and especially in mathematics.

The headteacher and senior leadership team provide determined and focused direction and all staff work extremely well together as a team to maintain high standards in all aspects of the school's work.

The quality of teaching is consistently good and much of it is outstanding.

Children thrive in this supportive, exciting and welcoming atmosphere. Staff are very skilled at engaging pupils, developing their spoken language skills and stimulating their curiosity.

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Governance is a strength of the academy and governors use their experience and expertise to ask searching questions about how well the school is doing. This level of challenge contributes to the excellent capacity demonstrated for ongoing improvement.

Behaviour is exemplary in lessons and around school. Pupils are very proud to be at Mount Hawke and are excellent ambassadors for their academy, with a passion for learning. They are polite, inquisitive and fun.

Pupils are given a wide range of responsibilities which they take very seriously. The school council and parliament provide excellent opportunities for the pupils to play a very proactive role in the life of the school.

The curriculum provides a wide variety of learning experiences and opportunities for all age groups and contributes extremely successfully to the spiritual, moral, cultural and social development of the pupils.

Newquay Junior Academy - Newquay

Last inspection date: 18 June 2013

Since the school's conversion to an academy standards have been rising. Teachers have extremely high expectations of pupils and their current achievement is outstanding.

When pupils join the academy their standards are broadly average. They then make rapid progress so that at the time of the inspection their levels of attainment in Year 6 were above or well-above average.

The work accomplished by pupils in lessons and in their books is of a very high quality.

Teachers use detailed information on the progress of their pupils to ensure that each is fully challenged to do their very best.

The behaviour of pupils is exemplary and no time is wasted during lessons. Pupils are extremely positive about their academy and enjoy their learning a great deal. There is a strong mutual respect between pupils and staff.

The academy has an inspirational principal and a very strong leadership team.

The leadership team is focused on raising standards within the academy and all leaders are held to account to ensure they do a good job.

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The monitoring of teaching, marking and planning is extremely thorough. There is strong support for the professional development of staff. The quality of classroom performance by teachers and teaching assistants is outstanding.

The governors are very well qualified and informed and they carry out their role extremely effectively. The vice-chair of the governing body is a full member of the academy's senior leadership team, so governance is at the heart of decision making at a day-to-day level.

Parc Eglos School - Helston

Last inspection date: November 30, 2015

Pupils behave well, are attentive in lessons and enthusiastic about their work and school in general.

Pupils are courteous towards one another, teachers and other adults. Relationships in the school are of a very high quality.

Teachers have high expectations of good behaviour and speak very politely to pupils. They model high standards, commending pupils for good actions but checking them when behaviour falls below their expectations.

Adults do this in a very supportive way with a question as to whether the pupil is making a good choice.

The school's pupil discipline, anti-bullying and behaviour policy is displayed on the school's website and is clear and appropriate, although its assigned date for review has now passed. Pupils are eager to help one another.

Pupils are encouraged to take responsibility for school life. A number of older pupils hold positions such as Playground Pals, Huff and Puff organisers or Eco organisers.

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They consider this an honour as they have applied for these jobs and they discharge them well. Pupils responsible for distributing playground equipment to younger pupils rightly made the decision that as the day was so windy it would not be sensible to allow certain ball games.

The school has a creative curriculum which means that pupils enjoy learning. Pupils say that learning is fun and that teachers always help them but provide them with work that is challenging and makes them think.

Pupils talk with confidence and enthusiasm about a recent anti-bullying workshop and are very aware of how to keep themselves safe on the internet.

Pupils feel safe in school and staff know how, and when, to refer any concerns. All training in relation to safeguarding pupils is up to date.

Penpol School - Hayle

Last inspection date: November 12, 2014

Pupils' outstanding achievements in English and mathematics at the end of Year 6 have been sustained .

Leadership and management are outstanding at all levels. All leaders have sustained a focused drive for improvement.

The headteacher successfully communicates a shared understanding amongst staff that 'At Penpol everyone achieves the best they can!'

This is reflected in the excellent relationships the school has with parents.

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The school's work to keep pupils safe and secure is outstanding.

The governors know the school very well and fulfill their duties effectively.

The behaviour of pupils is outstanding and this significantly supports their achievement. Pupils are confident learners who enjoy school and show a strong desire to do well.

The quality of teaching is outstanding across the school. Teachers' consistently high expectations raise pupils' aspirations and underpin their excellent progress.

Children make an excellent start to school in the Early Years Foundation Stage.

The school provides stimulating learning activities that strongly promote pupils' spiritual, moral, social and cultural development.

Staff place a passionate emphasis on creativity to ensure expressive arts and sporting opportunities enrich pupils' skills and promote their love of learning.

Penponds School - Camborne

Last inspected: November 29, 2011

This school has been in the process of converting to an academy since April 2014 and has since to be inspected under the new status.

Sandy Hill Academy - St Austell

Last inspected: February 23, 2017

Senior and middle leaders have the highest expectations for the pupils and staff. Pupils respond wholeheartedly to these in their positive attitudes and eagerness to learn. Pupils’ progress is very strong. Year-on-year pupils’ progress has improved in all areas of the curriculum.

Current pupils are making very marked progress.

Teachers plan learning that closely matches the needs of individual learners, challenging all pupils, including the most able, to reach the very highest standards.

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They ensure that every pupil has the knowledge, understanding and skills to tackle problems confidently.

Teaching assistants encourage pupils to improve their work and accept nothing less than the best.  Pupils are self-confident and resilient learners. They value feedback that helps them improve their work. They debate challenging topics with confidence and self-assurance.

Pupils’ behaviour is exemplary. They are polite and courteous towards one another, staff and visitors. Older pupils lead activities for younger pupils and serve as strong role models. Safeguarding arrangements are highly effective. Pupils feel safe and know how to keep themselves safe, including when online.

Children get off to a flying start in the early years. They make rapid progress in reading, writing and number work in both the Nursery and Reception classes. Children move seamlessly into Year 1.

Every opportunity is taken in the early years to develop children’s skills and independence. They show real curiosity and teachers embrace this to deepen children’s understanding. Their writing is at a particularly advanced level for their age.

Sir Robert Geffery's Voluntary Aided Church of England Primary School - Saltash

Last inspected: June 27, 2012

This is an outstanding school, fully realising its stated ambition to 'provide high quality teaching and learning, fulfilling the potential of its pupils and the needs of the community'. It is truly a 'school for enthusiasts' as the prospectus states.

Although teaching is outstanding overall, in a minority of lessons pupils are not always given the opportunity to consolidate their knowledge and skills before moving on.

Governors make a strong contribution through appropriate support and challenge although the latter element is less visible in published minutes of meetings.

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Senior leaders relentlessly pursue high standards and outstanding progress for all pupils, irrespective of ability or circumstance. Pupils' attainment in English and mathematics is significantly higher than that found nationally at the age of 11.

The quality of teaching is typically outstanding because all staff have high expectations of pupils to succeed, not only in their academic work but also in their personal development. Well-organised lessons and assessment procedures ensure that all pupils make excellent progress.

Pupils' behaviour and attitudes to learning are outstanding. This makes a very strong contribution to the school as an exciting and extremely orderly learning community. The pupils respond well to curriculum and enrichment opportunities and take their responsibilities seriously. Relationships throughout the school are exceptional.

The commitment from leaders and managers to continuous improvement is also exceptional. Priorities are founded on accurate and thorough self-evaluation and robust performance management of staff.

Parents and carers are overwhelmingly supportive and appreciative of the quality of educational opportunity provided for their children.

Sithney Community Primary School - Helston

Last inspection date: December 1, 2015

The leadership of the inspirational headteacher and her team is outstanding. Her compassion for children is skilfully blended with a steely determination for all to succeed.

This has enabled the school to improve since the last inspection to provide an excellent standard of education for the community it serves.

The ethos and culture created by the headteacher make an important and distinctive contribution to the school's exceptionally positive values and beliefs. Governors, leaders, staff and pupils model these values exceptionally well.

Systems to monitor and improve the quality of teaching are personalised, detailed and highly effective. Staff reflect on their practice, work with others and help to improve the quality of education beyond the school.

Pupils' behaviour in lessons and around the school is extremely impressive. This reflects their high levels of maturity and the responsibility they feel for their school. Attitudes to learning are overwhelmingly positive; pupils understand how teaching is developing their academic ability alongside their personal qualities. Parents are overwhelmingly positive about the school.

Children in Reception get off to a flying start. The excellent links with the on-site pre-school ensure that their transition into school is seamless.

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Teaching is consistently of a very high quality. Teachers routinely plan lessons that provide significant challenge for pupils of all abilities. Teachers' expectations of pupils are high.

Teaching also promotes pupils' exceptional learning habits so they are able to reflect deeply on their learning and improve their skills. Pupils work exceptionally well together and are keen to share their learning with adults, including visitors.

Pupils' progress from their starting points is rapid. Those who join the school other than at normal times catch up quickly and achieve equally as well. Standards in all subjects across the school are typically average or above and improving quickly.

The school curriculum, including homework, provides rich experiences that stimulate pupils' interest and thirst for knowledge. High-quality plans are in place to develop the curriculum in mathematics even further.

St Cleer Primary School - Liskeard

Last inspection date: June 6, 2013

Since the last inspection very strong leadership and management have ensured a relentless drive towards providing excellent learning opportunities for all groups of pupils.

As a result teaching is now outstanding with teachers making particularly effective use of assessment to ensure work is very well matched to pupils' needs.

A recent, and a very high, influx of pupils with standards lower than those of pupils already present in the school has temporarily affected levels of attainment and progress. This has resulted in good rather than outstanding progress.

However, excellent induction procedures for new arrivals, quick identification of pupils' needs and the outstanding teaching and curriculum are ensuring a rapid improvement in achievement.

Current attainment in English is high, especially reading, but although mathematics is above average there is room for further improvement.

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Music and sport are strengths of the school.

Parents and carers are delighted with the school and many new parents and carers remarked upon the warm welcome their children had received and the excellent progress they are making.

Pupils show their appreciation of all that the school offers by their diligent attitude to their work, their excellent behaviour in lessons and good attendance. They get on really well together and feel very safe in school.

The rigorous development of teaching expertise for all staff has resulted in a highly skilled workforce that is rapidly raising achievement across the school. Teachers relatively new to the profession have developed really quickly.

St Columb Major Academy - St Columb

Last inspection date: June 12, 2012

The mission statement, 'Happy, Hardworking, Successful', is clear for all to see in the fantastic learning culture that exists, where everyone is valued and encouraged to be the best that they can.

The parent or carer who commented that 'We are lucky to have such a brilliant school' reflects how parents and carers, pupils, and staff regard the impact the academy is having on the future life chances of pupils.

Pupils' exceptional achievement starts from the moment they enter in the Reception Year, where excellent teaching provides a superb start to their education.

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Pupils' continue to make rapid and sustained progress throughout the academy, so that, when they leave at the end of Year 6, they attain above average standards.

Teaching is outstanding, consistently challenging pupils to achieve very well. Lessons are planned particularly well to meet individual needs by skilled teachers and teaching assistants and offer exciting and stimulating activities keenly enjoyed by the pupils.

Pupils' behaviour is exemplary both in lessons and around the academy. They demonstrate a great attitude and desire to engage fully with their learning. Pupils are respectful, considerate, and say that they feel extremely safe at the academy.

Leadership and management are outstanding, including the leadership of teaching and the management of the school's performance. All members of staff are focused on a shared vision to implement sustained improvements, ensuring that the academy is continuing to develop.

Performance review systems are highly effective. They are supported effectively by appropriate professional development and reflect the standards and expectations at the academy.

The curriculum is highly effective, incorporates outstanding spiritual, moral, social, and cultural development.

St Ives Junior School - St Ives

Last inspection date: September 20, 2011

Sustained, dynamic and highly effective leadership by the headteacher, other senior leaders and the governing body has brought about continuous improvement over a considerable period of time.

In 2011, attainment by pupils leaving Year 6 was high in English and above average in mathematics, continuing the trend of improvement seen in previous years.

This represents excellent progress by pupils, most notably in their writing, which had been a particular focus of the school's work. It is now rightly focused on bringing standards in mathematics up to the same level.

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All groups of pupils make equally outstanding progress. Their progress is tracked in a highly effective way, with any shortcomings being quickly identified and tackled.

The school has made particularly good use of one-to-one teaching to raise attainment, and can demonstrate the positive impact of this on pupils' progress through high-quality monitoring. A notable feature of the school is pupils' superb behaviour. They respond to teachers ' instructions very quickly and calmly, enabling learning to proceed at a fast pace in all lessons.

This is because of excellent teaching, in which all teachers promote equally high expectations of pupils and use an agreed common approach to teaching and classroom management. As a result, all pupils know exactly what is expected of them from early in Year 3.

Lessons are exciting and pupils always carry out tasks enthusiastically. There is much high-quality discussion between pupils about their learning. Teaching assistants support those who need extra help with great subtlety and skill.

The outstanding curriculum has been researched in depth and ideas from a wide range of sources are used to motivate pupils, from local Cornish history to links with schools in Africa and other parts of the United Kingdom. Opportunities in subjects such as music, drama and sport give pupils a wide range of opportunities to meet and compete with others, enhancing their excellent contribution to the community.

St Mark's CofE Primary School, Morwenstow - Bude

Last inspection date: June 12, 2013

The school was found to be outstanding at its last inspection in 2010 and it remains so. The quality of teaching and hence pupils' achievement have improved further over the last three years.

All pupils make rapid progress, particularly in learning to read and write, and in their understanding of mathematics. They read widely and develop their own interests and knowledge.

They can apply mathematics to a wide range of problems, use information and communication technology (ICT) with confidence and are exceptionally good at collaborating with each other and working independently.

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Their attainment in national tests in English and mathematics at the end of Year 6 is well above average. Teaching is outstanding.

Teachers have very high expectations of their pupils and plan excellent lessons that fully meet the needs of the wide range of ages and abilities of the pupils in each class. Teaching assistants are used very well and make an important contribution to the success of the teaching.

Pupils behave exceptionally well both in and out of lessons. They listen to each other's contributions in class and treat both adults and other pupils with respect. There is little bullying, and rare occurrences are dealt with very well by adults.

Pupils have a very good understanding of the dangers of bullying, especially cyber-bullying, and of how it may occur. They have a high level of understanding and tolerance of those of different faiths and cultural backgrounds.

The school is exceptionally well led by the headteacher and governing body. The performance of staff is monitored and managed effectively, and morale is very high.

Resources such as the pupil premium are used very well for their intended purpose, and the impact is monitored carefully, as is the progress of all pupils.

St Mary's Catholic Primary School - Falmouth

Last inspected: June 3, 2009

This school has been in the process of converting to an academy since April 2014 and has yet to be inspected under the new status.

St Mary's CofE School - Truro

Last inspected: November 20, 2014

Due to outstanding teaching over time, all pupils make rapid progress.

They consistently reach standards well above the national average in reading, writing and mathematics by the end of Year 6.

The most able pupils reach very high standards in reading, writing and mathematics.

Leaders and managers, including governors, have the highest possible aspirations for each pupil. Their rigorous checking of the school's work has ensured that it is rapidly improving.

Since the previous inspection, the headteacher and deputy headteacher have vigorously tackled the necessary improvements. They have created a dedicated team of staff who are equally determined to improve their own practice. This has resulted in outstanding teaching.

Pupils' very positive attitudes to learning contribute to their outstanding achievement.

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Pupils behave extremely well in class and outside at play. The school's procedures for keeping them safe are also outstanding.

Subject and middle leaders contribute strongly to improving provision for pupils in all year groups, including those with disabilities or special educational needs.

The governing body has challenged the school's leaders to do even better. Through regular visits to school and links with subject and senior leaders, governors have a deep understanding of the achievement of each pupil.

Teaching in Further or Higher Education

New teachers must have:

  • 3 years (full time or equivalent) relevant industrial, professional or business experience, unless they have a UK / RoI degree or qualification deemed by DE to be of an equivalent level.
  • A qualification in the specialist vocational area in which the applicant is to teach
  • New full time (FT) permanent teachers and associate lecturers in further and adult education who do not already have a BEd or PGCE must complete post entry training.

The Postgraduate Certificate in Further and Higher Education is a teacher training course, recognised by the Department for Employment and Learning (DEL) for those teaching in the post compulsory sector of education and training.

 This qualification is compulsory for all full time lecturers and associate lecturers in FE colleges and Higher Education institutions, unless they already possess a PGCE or BEd.

Only the University of Ulster offers the Postgraduate Certificate/Diploma in Further and Higher Education in Northern Ireland.

Postgraduate Certificate in Higher Education Teaching (PGCHET)

The Certificate is primarily aimed at new academic staff members in their probationary year, and provides a formal qualification in teaching and learning in higher education.

What does work in FE involve?

Some posts, whether full or part time, may involve the delivery of accredited training, for example vocational courses such as National Vocational Qualifications (NVQs). Tutors could also be working with students who have essential skills needs.

The delivery of general interest or leisure related courses which will not necessarily lead to a recognised qualification. The range of these courses is very broad and tutors may not need specific qualifications. However occupational competence is essential and experience in delivering training would be an advantage.

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