Clayton St John CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are well cared for at this nurturing and inclusive school. Staff know the pupils and their families well. Pupils enjoy attending school.

They feel safe here. Pupils trust staff to help them with any worries or concerns.

The school has high expectations for the achievement of all pupils.

Improvements to the curriculum mean pupils now achieve better than they did at the time of the last inspection.

Pupils conduct themselves well around school. They are considerate and supportive of one another.

Pupils display the 'be ready' values of be kind, be safe, be respectful and be your best across the school. Classrooms are calm and purposeful, ...and pupils engage well with their learning. Children in the Nursery and Reception Years display curiosity, concentration and enjoyment when learning.

Pupils learn how to stay safe online. They know how to stay physically and mentally healthy. Pupils attend a range of extra-curricular clubs, including sports, music, dance and drama.

These help them discover and nurture their talents and interests.

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

With support from the trust, the school has made considerable improvements in all areas since the previous inspection. Pupils are now receiving a much better quality of education than at the time of the previous inspection.

Published outcomes do not yet fully reflect the improvements to the curriculum.

The school has developed a curriculum that is ambitious for all pupils. The curriculum is well designed and sequenced to ensure pupils' knowledge builds over time.

This knowledge is checked regularly to allow teachers to address misconceptions. In some subjects, the delivery of the curriculum is inconsistent. At times, teachers do not select the best activities to deliver the curriculum.

When this happens, pupils do not receive sufficient opportunities to deepen their understanding of the curriculum. Their learning is not as secure as it could be.

Reading is a priority across the school.

Teachers read carefully chosen texts to their class each day. Pupils speak with enthusiasm about their favourite books. They enjoy reading at the school.

Children begin to learn phonics straight away in the Reception class. The school clearly identifies children who are struggling with phonics and puts interventions in place to help them catch up. These pupils catch up with their peers over time.

The school is experiencing an increase in the number of pupils with special educational needs and/or disabilities (SEND). The school's provision for these pupils is a strength. Staff quickly identify their needs and offer effective help to ensure that most pupils with SEND can access the full curriculum.

A small number of pupils access a bespoke curriculum in the 'Honey House' and 'Busy Bees' provisions. These provisions are well planned and high quality. Pupils are thriving in both provisions.

Pupils with SEND make good progress through the curriculum.Pupils display positive behaviour at the school. Both pupils and staff understand the behaviour system.

Staff apply the system consistently. The school uses suspensions appropriately. Staff provide effective support for pupils who struggle with their behaviour.

As a result, rates of suspensions are decreasing. The school uses strong and effective systems to improve attendance. Staff quickly identify pupils with low attendance and provide support for them and their families.

As a result, attendance is improving, and rates of persistent absenteeism are reducing.

In the early years, children learn to regulate their emotions. They interact positively with their peers and the adults around them.

Routines and systems are quickly embedded. The learning environments are well crafted. Adults support children to make choices about their learning activities.

Children are well prepared for Year 1.

The school provides well for pupils' personal development. Pupils learn about fundamental British values and why they are important.

They learn age-appropriate relationships education. Pupils take on leadership roles such as the school council, eco-council and worship council. The worship council regularly leads whole school worship assemblies.

This helps pupils improve their oracy and presentation skills.

Governors and trustees have strong oversight of the school. A strong programme of staff professional development has contributed positively to the improvements the school has made.

Leaders are mindful of staff workload. Staff feel well supported by leaders and enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not receive sufficient opportunities to deepen their understanding of the curriculum. As a result, a low number of pupils reach greater depth levels of understanding by the end of key stage 2. The school should further develop opportunities within the curriculum for pupils to work in greater depth.

• In some subjects, the delivery of the curriculum is inconsistent. In these areas, pupils' knowledge is not as secure as it is in other areas of the curriculum. The school should ensure the curriculum is implemented consistently, so pupils learn well across all subjects.