Cleeve Meadow School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this kind and caring school.

Staff know the pupils and their families well. Pupils value the positive working relationships they have with all staff. Staff supervise pupils effectively.

They support pupils in making and building new friendships. This helps pupils feel safe. Pupils know they can speak to adults about how they may be feeling.

Pupils feel confident that staff would intervene swiftly if they had any concerns.

Together, leaders and those responsible for governance share a strong commitment to support all pupils in being prepared well for adulthood and life beyond the school. Pupils becoming independent underpins everyt...hing leaders plan to do.

The curriculum includes a variety of learning pathways to meet pupils' stage of learning.

Pupils respond well to the clear routines in place. The school is calm.

Pupils move in an orderly and purposeful way around the school.

The school provides a range of enrichment opportunities for pupils. This includes partnerships with local companies, colleges and other organisations.

For example, the school has worked closely with a local coffee shop in developing pupils' key skills. This has helped pupils understand about work in the retail environment, including health and safety, and customer service skills.

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

Leaders carefully map out pupils' curriculum pathways.

This includes the core knowledge and skills that pupils should learn. Leaders know pupils' individual needs well. They use information about pupils effectively so that they are supported with transitions to the school and beyond.

The school is ambitious for pupils to study for exams where possible. The school is still in the process of fully detailing curriculum thinking and aspirations for the new students in the sixth form.

Teachers support pupils to learn about life skills using real-life situations and resources.

For example, in finance, pupils talked about how they will use debit and credit cards in the future. The food technology curriculum supports pupils in knowing how to cook recipes for themselves and others. The school tailors the curriculum to reflect the interests of pupils.

This includes learning about car mechanics, floristry, hair and beauty. In the sixth form, students appreciate the planned experiences of using public transport. This helps promote their social confidence and independence.

Pupils value opportunities to work collaboratively and learn from each other. The school is working to make sure that pupils' targets are precisely matched to their individual needs.

Teachers are knowledgeable about their subjects.

For example, in mathematics, teachers plan tasks that help pupils to develop systematic methods of calculation. Occasionally, teaching does not routinely check what pupils know, understand and can do before moving on to new learning. This includes the checking of pupils' understanding of key subject-specific vocabulary.

This means that sometimes pupils do not understand or remember important subject content securely.

Leaders show determination to ensure that every pupil enjoys reading. Staff use pupils' assessment information effectively.

They use this information to provide personalised support in developing pupils' phonic knowledge. Pupils have opportunities to learn, revisit and rehearse previously taught sounds. They join in with enthusiasm in different reading activities.

Leaders ensure that all staff contribute to fostering a positive and inclusive school culture. This is built on the principles of kindness, positivity and celebrating pupils' achievements. Staff use positive language when interacting with pupils.

Adults manage low-level disruptions effectively. They support pupils to make the right choices. Leaders have developed a strong approach to ensuring pupils attend school regularly.

They support parents and carers in developing consistent routines with their children. Pupils attend well because of leaders' highly effective work.

Staff actively support pupils' mental health.

Pupils are taught how to share their feelings and emotions through the school's relationship and sex education curriculum. Staff use consistent approaches to help pupils understand feelings such as happiness, sadness and anger. Pupils learn about healthy relationships, lifestyles and staying safe in the community and when using digital devices.

Leaders receive frequent support and guidance from the trust. Staff enjoy working at the school. They are assured that leaders are approachable and considerate of their well-being and workload.

Staff, including subject leaders new to roles, receive regular training. They feel empowered to develop their areas of responsibility further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the checking of pupils' understanding is not precise. This limits pupils' readiness for new subject content, including subject-specific vocabulary. The school should ensure that all staff check pupils' understanding carefully and make the appropriate adaptations so that pupils are fully prepared for future learning.

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