Clapham and Patching CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils embody the school's values in this nurturing school. They are happy and safe here. Pupils have high expectations of themselves and each other.

They are keen to learn, and they have positive attitudes. However, pupils do not achieve well in all subjects. Some older pupils have historic gaps in their learning.

While the school has recently reviewed the curriculum, it has not yet been sufficiently embedded.

Many pupils enjoy attending clubs, such as musical theatre and construction. Trips and visits expand pupils' world views and help prepare them for their next steps.

Teachers make sure that pupils develop a strong understanding of other faiths ...and different ways of life. Pupils show a keen respect for difference. Pupils learn the importance of serving the local community.

They enjoy reading with residents in a local care home and serve coffee to parents at school coffee mornings.

Staff know all pupils well and offer individual support to them. Parents value the school and the support it provides.

One parent, whose comment was typical of many, said, 'This is a school with children at its heart.'

What does the school do well and what does it need to do better?

The school has introduced a new, ambitious curriculum in the majority of subjects. However, some teachers' subject knowledge is not strong enough yet to ensure that pupils learn in a consistent manner.

Staff support pupils with special educational needs and/or disabilities (SEND) well and adults identify their needs accurately.

In early years, teachers ensure that their planned activities support children to build their knowledge and vocabulary well. However, in key stages 1 and 2, not all teachers' subject knowledge is well developed.

This means that they do not always design learning activities that help pupils to build their knowledge systematically. Consequently, pupils do not achieve as well as they should.

The school's approach to assessment is not effective enough in some subjects.

In mathematics and phonics, assessment is well established and supports teachers in recognising gaps in pupils' learning. However, in some subjects, pupils do not improve their skills and knowledge consistently well because teachers do not know where pupils need to further their learning.

Reading is a priority for the school.

A new library containing carefully chosen books is at the heart of the school, encouraging a love of reading and supporting the school's focus on teaching pupils about difference and diversity. The teaching of reading from early years is effective and pupils quickly learn how to read. Pupils read regularly, and a reading programme for older pupils helps those who struggle become more fluent readers.

Teachers provide carefully planned extra support for pupils. They enjoy reading and enjoy recounting stories and poems they have read.

The school is a purposeful and welcoming place.

Pupils model expectations for each other and this helps children in Reception Year to quickly settle into routines that support learning. Pupils play together with care and respect. During social times, there is a buzz of happy conversation.

The emphasis on school values such as 'respect' and 'community' helps pupils to be cooperative and considerate.

Staff have worked hard to improve pupils' attendance, particularly for disadvantaged pupils and those with SEND. Leaders at all levels and other external agencies work with parents effectively in order to emphasise the importance of high attendance.

As a result, pupils attend more regularly and arrive punctually.

The school takes every opportunity to develop pupils' characters and prepare them for their next steps. A broad range of trips and experiences reinforces pupils' cultural and spiritual understanding.

Pupils from Reception Year receive an appropriate programme of personal, social and health education. Pupils have a keen understanding of fundamental British values and know how to keep themselves safe outside and online. They experience democracy through the leadership opportunities the school offers.

The school ensures that disadvantaged pupils are a priority in accessing the wide range of clubs. They build the resilience of pupils through adventurous activities on a range of residential trips.

Parents appreciate that the school under new leadership has improved in many aspects and many parents are very positive about the school.

Trustees support school leaders well and ensure that they fulfil their statutory duties effectively. Staff recognise the high levels of support that the school offers them to help them manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has introduced a new curriculum that is not yet embedded fully across all subjects. As a result, pupils do not yet learn and remember as much as they should in some subjects. Leaders at all levels need to strengthen and refine the curriculum so that it is consistently strong across all subjects.

• A number of staff do not have the range of subject knowledge and pedagogical skills to fully deliver the curriculum consistently well across all subjects. Pupils do not always learn the knowledge they need to progress through the curriculum. The school needs to ensure that training for staff enables all teachers to deliver the curriculum effectively.

• In some subjects, teachers do not use assessment consistently well. Consequently, pupils have significant gaps in their knowledge because teachers are unaware of what pupils know and understand. The school should ensure that teachers understand fully where pupils are in their learning and the extent of the gaps in their understanding.