Clarborough Primary School

Highlights from Latest Inspection

Main findings

The school provides a good standard of education for all its pupils.

The small numbers in year groups mean that it is not possible to generalise about trends over time, or between different groups of pupils. However, individual pupils, from varied starting points, make good, and in a few cases outstanding, progress, as they move up the school. The standards they reach by the end of Year 6 in English and mathematics are above those found nationally.

The Early Years Foundation Stage is good: children are very well known as individuals. They settle into routines quickly and make good progress from the outset. The school provides outstanding care, guidance and support for its pupils.

The... depth of teachers' knowledge of each pupil is impressive and the promotion of the self-worth of each individual, including those with special educational needs and/or disabilities, is at the heart of the school's work. Pupils say very confidently how safe they feel at school. They feel free from the fear of bullying and they are well informed about personal safety.

The school engages exceptionally well with parents and carers. It provides detailed information about their children's progress, and communicates both formally and informally through a range of media. It welcomes parents and carers in and involves them closely in their child's learning.

The school uses professional partnerships exceptionally well, particularly to enhance the support it gives to pupils whose circumstances may make them vulnerable and to keep them in education. Partners provide memorable experiences for pupils within the curriculum and enable the school to provide an extensive programme of extra-curricular activities which would not otherwise be possible. Links with community groups, some of whom use the school's facilities, are strong and have a significant impact on pupils' personal development.

The school is a cohesive and harmonious community and makes a good contribution to community cohesion locally. However, leaders have identified that pupils do not have enough direct contact with their counterparts from contrasting communities within the United Kingdom or overseas in order to bring alive for them the diversity of modern society and to prepare them more fully to take their places as global citizens. The areas for improvement noted at the last inspection have been addressed effectively.

Subject leaders play a significant role in monitoring their areas of responsibility, and the headteacher, deputy headteacher and staff now have a sharp focus on the school's strengths and areas for development. The level of challenge offered to exceptionally able pupils has been strengthened. Leaders are not complacent, however, and are keen to offer greater challenge to all pupils so that more of them make exceptional progress in English and mathematics as they move up the school.

The school has good capacity to improve further.

Information about the school

The school is smaller than most primary schools. Most pupils are White British, with very few from minority ethnic backgrounds, and none who speak English as an additional language.

The percentage of pupils with special educational needs and/or disabilities is higher than is found nationally although the proportion with a statement of special educational needs is below the national figure. The percentage known to be eligible for free school meals is in line with the national average. Since the last inspection the school has moved into new premises and there have been many staff changes.

At the time of the inspection the headteacher's extended absence was being covered by the deputy headteacher. Pupils from Early Years Foundation Stage to Year 6 are taught in six classes. These include mixed-age classes for Years 2 and 3 and Years 4 and 5.