Cleeve School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are courteous and considerate in school and they feel safe and cared for.

Over the course of the last few years, pupils have begun to behave much better and the school is now calm and orderly. Pupils feel able to learn and their lessons are not interrupted by any poor behaviour.

Bullying is very rare and teachers deal with it well.

Teachers provide 'big questions' in class and these engage pupils in lively discussions. The knowledge that pupils need to make progress is well organised and as a result they are learning and remembering more.

The school promotes reading through many very effective approaches.

The school has high ambitions... for pupils and this begins from their first visit to the school. They visit the sixth form and go on a residential trip in Year 7.

These events and the school's life skills programme support strong personal development. The school provides pupils with many opportunities to develop their leadership skills. A range of committees enable pupils to have a strong voice and listen to their peers.

The sixth form is a strength of the school. There are high expectations of students, who value the support of the staff. Students achieve well.

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

Senior leaders are very ambitious for all pupils to succeed. They have structured the curriculum so that everyone knows what knowledge is taught at what point. In lessons, teachers' excellent subject knowledge and its presentation ensure that pupils know more and remember more.

Teachers use questioning and assessment very well to check pupils' misconceptions. There is a consistent approach to developing pupils' vocabulary. The curriculum is broad.

For example, leaders promote pupils' learning of languages and aim to have 75% of the current Year 9 taking languages at key stage 4.

The school has raised its ambitions for disadvantaged pupils with some success. Staff know disadvantaged pupils well and use effective approaches.

As a result, these pupils feel well supported and are performing better.The school has some good approaches to support pupils with special educational needs and/or disabilities (SEND). However, the quality of information that teachers receive on pupils' learning needs can vary in its usefulness.

Teachers would value further training on how to ensure that their teaching better meets the needs of pupils with SEND.

Leaders and staff have high expectations for pupils' behaviour. Pupils manage themselves well and are thoughtful of others.

Classroom disruption is rare. Pupils behave well at social times and are punctual to their lessons.The wider curriculum, from Years 7 to 13, enables pupils to reflect upon their beliefs and cultural identity.

A life skills programme includes citizenship, an understanding of ethics and British values. There is an extensive extra-curricular programme. The comprehensive careers programme covers Years 7 to 13.

The strength of the sixth form is due in large part to the high quality of leadership. Students' achievement is strong and has been over time. The relationship between staff and students is very good and students value the balance of support and challenge that they receive.

There is significant evidence of very good standards in many subjects. Leaders have a strong moral purpose and have the capacity to improve the sixth form even further. Their aim should be to enable students to secure the very highest grades and remove variation between subject areas.

Leaders and governors have a clear vision for the school that unites the staff and has driven strong improvement over the past two years. Leaders put this into action with increasing effectiveness. This is an improved and improving school.

The school has regained the confidence of its community. Open mornings are very well attended and the views of parents and carers are very positive.

Governors and leaders have taken careful account of staff workload.

They have created some practical steps to understand the issues and help staff to manage them. Governors are very well informed. They have a strong vision for the school.

Governors are well organised and energetic in holding leaders to account and meeting their statutory obligations.

Safeguarding

The arrangements for safeguarding are effective.

The school's policy, procedures and culture of safeguarding are strong.

Staff training is comprehensive and meets statutory requirements. The school is very effective in providing early help to its pupils and families. Good working relationships exist between the school and the local authority.

This enables close agency working and early help being available to pupils and families. The training records for safeguarding are comprehensive. Leaders and governors have received the safer recruitment training.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have created effective, whole-school approaches to meeting pupils' SEND needs. To improve upon these, the school should provide more detailed information for staff on pupils' learning needs, and provide staff with further professional development. This will enable teachers to implement the curriculum with a greater impact upon pupils' learning and more fully meet pupils' needs within their classrooms.

. Leaders of the sixth form are ambitious for all students. They should strive for those students to reach the very highest grades in all subjects.

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