Treviglas sits in a moment of visible change. The current leadership is explicit about higher expectations and a calmer learning climate, while the site is undergoing a substantial refurbishment programme that includes new technology rooms, a library and a lecture theatre, alongside investment in sporting infrastructure.
The March 2025 Ofsted inspection judged the school Good across quality of education, behaviour and attitudes, personal development, leadership and management, and sixth form provision (under the newer framework that does not give an overall effectiveness grade).
For families, the headline is straightforward. This is a state school with no tuition fees, serving Newquay and surrounding communities, with an established 11–18 pathway and a sixth form that offers a mix of academic and applied options.
The school’s own messaging places “kindness” and ambition alongside day-to-day routines, and the headteacher frames the experience as safe, ambitious, and improvement-focused. That matters because it shapes how standards are communicated, and how consistent follow-through feels for students across Years 7–11 and into sixth form.
The latest external evidence describes a calm and purposeful learning environment, with high expectations of conduct balanced by warmth and mutual respect. That combination tends to work well for students who want clarity and predictability, and it can also be reassuring for parents who are weighing how a school manages behaviour without relying on constant escalation.
There is also a strong “belonging” narrative, expressed both through leadership language and through structured roles for students, including student leadership and peer-facing initiatives such as toast club. The implication is a school that is trying to normalise responsibility and positive participation, rather than leaving culture to chance.
The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
At GCSE, performance sits below the England average in the FindMySchool ranking framework. Treviglas is ranked 2,771st in England for GCSE outcomes (FindMySchool ranking, based on official data), and 2nd in the Newquay area. That places it below England average overall, within the lower-performing band (bottom 40%).
The most useful interpretation for parents is this: GCSE outcomes are not currently a major differentiator nationally, but locally the school competes strongly within its immediate area. (FindMySchool rankings are designed for side-by-side comparison across England and within local hubs.)
On headline measures, the school’s average Attainment 8 score is 43, and Progress 8 is 0.01, suggesting progress that is broadly in line with pupils’ starting points overall. The EBacc-related measures are relatively low which may reflect curriculum choices and entry patterns.
At A-level, the picture is more mid-range nationally and strongest locally. Treviglas is ranked 1,266th in England for A-level outcomes (FindMySchool ranking, based on official data), and 1st in the Newquay area, placing it broadly in line with the middle 35% of sixth forms in England (25th to 60th percentile).
The grade profile shows 48.48% at A*–B, which is slightly above the England average shown for A*–B. The A* and A proportions are lower than the England benchmark here, so the sixth form’s strength appears to be steady throughput to solid grades rather than a very high concentration of top grades.
England ranks and key metrics (where available)
A-Level A*-B
48.48%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
A distinctive feature is the way curriculum delivery has been systematised. The school has developed subject workbooks in key stages 3 and 4, designed to support recall, vocabulary, and extended writing, and these materials are described as particularly helpful for pupils with special educational needs and disabilities learning alongside peers. The practical implication is more consistent scaffolding across classes, which can reduce variation and help students who benefit from structured prompts and regular retrieval.
Reading is treated as a whole-school priority. The “16 by 16” programme, alongside wider reading routines through tutor time and curriculum lessons, indicates an attempt to build literacy as a shared responsibility rather than a single-department issue. For families, this matters because literacy strategy tends to show up not only in English outcomes, but in how well students can access humanities, sciences, and written assessments across the timetable.
In sixth form, enrichment is framed around progression readiness. The school references UCAS and career planning support tools, mock interview practice with external volunteers, and the option to take an Extended Project Qualification (EPQ). That combination usually suits students who want a clear pathway and regular checkpoints, particularly those applying to selective courses or apprenticeships where interviews and personal statements matter.
Published destination data for the 2023–2024 cohort indicates a small group (cohort size 30). Within that cohort, 7% progressed to university, 10% to further education, 10% to apprenticeships, and 53% to employment. Small cohorts can swing significantly year to year, so it is best read as a directional snapshot rather than a stable long-term pattern.
What strengthens the destinations story is the sixth form’s explicit emphasis on next-step planning. Careers education references application mechanics such as CVs, letters of application and interview skills, alongside employer engagement and work experience. The Scholars Programme also shows an intentional attempt to start “future pathways” thinking earlier, from Years 7–10, using workshops and external speakers, including universities and local industry.
If you are comparing local sixth forms, the FindMySchool local rank suggests Treviglas is a leading option in the immediate area for A-level outcomes, even if it is not positioned as a high-tariff destination engine by national measures.
For Year 7 entry (September 2026), admissions are coordinated by Cornwall Council rather than directly by the school. The deadline for on-time secondary transfer applications for September 2026 is 31 October 2025, with offers released on 2 March 2026 (National Offer Day).
Demand indicators in the available admissions results show oversubscription at the main intake point recorded here, with 349 applications for 163 offers (about 2.14 applications per place). The practical implication is that families should treat Treviglas as competitive at point of entry and should follow the local authority process closely, including realistic back-up preferences where appropriate.
The school also runs structured taster opportunities for pupils in Years 5 and 6, with subject sessions scheduled in late September and bookable in advance. While exact dates vary by year, the format is clear: after-school tasters (typically 3.45pm to 5.15pm) across multiple subjects over several days.
For sixth form, Treviglas welcomes internal progression and external applicants, with course-suitability discussion and minimum entry expectations set at subject level. The school’s published materials also indicate that English and maths GCSE resits are compulsory for students who have not achieved the relevant pass standard, and that there are alternative routes such as a Skills Academy year for students not ready for a full Level 3 programme immediately.
A practical tip for parents: use FindMySchool’s Map Search to sense-check travel times and daily logistics against your family routine, especially if you are considering the school as a non-local option within Cornwall.
Applications
349
Total received
Places Offered
163
Subscription Rate
2.1x
Apps per place
The strongest available evidence points to consistency in routines and behaviour, which is often the foundation for effective pastoral work in large secondary settings. The recent external picture describes low-level disruption as rare and suggests that expectations are broadly understood by pupils.
Personal development is also structured rather than left to ad hoc assemblies. The school highlights a defined set of “cornerstones” and a personal, social and health education programme designed to support safety, health and respectful conduct, including learning about diversity. For parents, this usually translates into clearer language for how incidents are handled, and better continuity between year groups.
Students who need additional support, including those with SEND, are described as being identified accurately with systems that have been recently adjusted and are continuing to be refined. The implication is a school that is still improving its internal mechanics, which can be positive, but it also means parents of children with higher needs should ask detailed questions about implementation and review cycles.
Extracurricular life is a genuine feature here because it is tied to participation and confidence building, not only enrichment for the already confident. The school’s programme materials show a structured timetable of clubs and clinics across the week, with activities generally running until 4.30pm on Tuesday, Wednesday and Thursday, and late buses available at 4.30pm on Tuesday and Thursday (as set out in the Autumn Term 2025 activities booklet).
Specific examples help show the breadth. Music includes Samba Band and a performance-focused offer, while creative options include Drama and Production, 3D Art, and Art and Photography. STEM-style opportunities include Green Power and a Year 8 Girls Coding Club, plus Eco club and “tec girls”. For students who benefit from extra academic structure, there are also targeted subject clinics and Homework Support (Smart Revise).
Drama stands out as a cultural pillar. The school has a long-established link with the Royal Shakespeare Company, and the wider programme includes a commitment for all key stage 3 pupils to see a live performance and visit an art gallery. The implication is that arts access is treated as a baseline entitlement, not a niche add-on.
The published school day runs from 08.30 registration to a 15.00 finish, with five one-hour lessons and breaks in the middle of the morning and at lunchtime.
After-school logistics are often decisive in coastal towns with longer travel times. Treviglas’s published extracurricular programme indicates activities typically run until 4.30pm on Tuesday to Thursday, with late transport on Tuesday and Thursday. Families should confirm the current year’s late bus arrangements and routes, as these can change alongside timetables.
On-site development is ongoing. The refurbishment programme describes new technology rooms, a library and lecture theatre, plus investment in sports facilities, which is relevant for families weighing how facilities support day-to-day learning rather than being purely cosmetic.
GCSE outcomes are still a work in progress. The FindMySchool GCSE ranking places Treviglas below the England average overall, even though it ranks strongly within the immediate Newquay area. Families should look closely at subject pathways, support in key stage 4, and how the school is sustaining improvement across departments.
EBacc entry and achievement appear low. If your child is aiming for an EBacc-heavy curriculum, ask how languages and humanities pathways are structured at GCSE and how option guidance is delivered.
Sixth form destinations data is from a small cohort. The published 2023–2024 destination percentages are based on 30 leavers, so the pattern may shift materially year to year. Use this as context, and ask about the current mix of routes (university, apprenticeships, employment) when visiting.
After-school participation depends on transport. Clubs and interventions are clearly scheduled, but late-bus availability is limited to certain days in the published programme. If your child will rely on transport, confirm what is available for the current year and how that affects club choice.
Treviglas Academy is a Newquay 11–18 school that has put structure and culture at the centre of its improvement work, with evidence of a calmer learning environment, consistent resources, and a wide extracurricular timetable. GCSE outcomes still sit below the England average in the FindMySchool ranking framework, but sixth form outcomes are more mid-range nationally and strongest locally, and the overall direction is positive.
Best suited to families who want a comprehensive local secondary with a clear expectations culture, meaningful enrichment (especially drama, arts access, and structured clubs), and the option to stay on into a broad sixth form.
Treviglas received Good judgements across all inspected areas in March 2025, including sixth form provision. In the FindMySchool results, GCSE outcomes sit below the England average overall, while A-level outcomes are more mid-range nationally and rank strongly within the Newquay area. For many families, the “fit” question will be about whether the improvement culture and structured routines match their child’s needs.
Applications for September entry are made through Cornwall Council as part of coordinated admissions. For September 2026 entry, the on-time deadline is 31 October 2025, with offers released on 2 March 2026. Families should use the council route rather than applying directly to the school.
Yes. The sixth form offers a mix of academic and applied courses, and the school describes targeted support for next steps, including university applications, apprenticeships and employment. Students who have not achieved the required standard in English and maths are expected to resit, and there are alternative routes for students not ready for a full Level 3 programme immediately.
The school publishes an extracurricular programme that includes named clubs such as Drama and Production, Samba Band, Green Power, Year 8 Girls Coding Club, Eco club and tec girls, plus subject clinics and Homework Support (Smart Revise). There are also sports options such as rugby, netball and badminton, and wellbeing-type activities such as yoga.
The school runs structured subject taster sessions for Year 5 and 6 pupils, typically scheduled in late September after school, with booking required and places limited by session. It is a helpful way for pupils to sample subjects like drama, music, art, languages and science before making the jump to Year 7.
Get in touch with the school directly
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