|Name||Old Cleeve CofE School, Washford|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||19 January 2011|
|Address||Washford, Watchet, Somerset, TA23 0PB|
|Religious Character||Church of England|
|Number of Pupils||149 (50% boys 50% girls)|
|Number of Pupils per Teacher||24.0|
|Academy Sponsor||West Somerset Academies Trust|
|Percentage Free School Meals||11.6%|
|Percentage English is Not First Language||2%|
|Pupils with SEN Support||3.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Old Cleeve is a small and growing school serving a village community and draws an increasing number of pupils from a little further afield. All pupils are of White British heritage. The proportion of pupils with special educational needs and/or disabilities is broadly average and the percentage known to be eligible for free school meals has increased and is now average. There have been some changes in the leadership of the school since the last inspection. The executive headteacher took up his post in September 2008, and in May 2010, the associate headteacher of this school and of one other federation school was appointed associate headteacher of the Quantock Federation. The Nursery and before- and after-school provision are managed by the governors.
Old Cleeve has improved significantly and is now an outstanding school. Pupils greatly enjoy learning from the outstanding curriculum within the exceptionally caring environment created and maintained by the executive headteacher, associate headteacher and their staff. Pupils’ personal development is outstanding. Almost all parents and carers who returned the inspection questionnaire are exceptionally supportive of the school. One praised the ’safe and caring environment for learning’ while another described the staff as ’happy, helpful and supportive’. Children make good progress in the Early Years Foundation Stage and this is maintained in Years 1 and 2. Progress by the end of Year 4 is good and improving. Inspection evidence and the school’s data show that attainment is above average in English and mathematics by the time pupils move to the middle school. The accelerating progress is the result of careful checking by staff to eliminate underachievement and the school’s success in improving teaching. There is an increasing proportion of outstanding teaching, where real excitement in learning is created by teachers’ enthusiasm and expertise. However, pupils are not yet making exceptional progress as excellent teaching is not embedded across the school. Teaching overall is currently good, with occasional missed opportunities to check, consolidate and advance pupils’ learning sufficiently, both during and at the end of lessons. Pupils’ behaviour is outstanding. Safeguarding procedures are excellent and pupils report they feel very safe. They have a very good understanding of the importance of diet and exercise in a healthy lifestyle. Pupils make a very good contribution to the school community through taking on day-to-day responsibilities and through the school council, where they frequently take the lead in making suggestions to improve the school site or to raise money for a range of charities. There are very strong community links, including with the church, and pupils participate in a wide range of community activities. Pupils have a factual knowledge of other cultures and faiths but limited opportunities to develop a real understanding these in the context of other parts of Britain. The strong leadership of the executive and associate headteachers has established a widely shared commitment to continuous improvement. Self-evaluation is accurate, with clear and appropriate priorities for future action. Governance is excellent. Pupils’ progress is improving strongly and challenging targets are used well to raise standards in English and mathematics by the end of Year 4. There has been significant improvement in the curriculum and in the Early Years Foundation Stage. Consequently, the capacity to improve further is outstanding.