Clenchwarton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this inclusive and welcoming school. The school is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND).

Pupils achieve well across the curriculum. They get a particularly strong start in Reception. Pupils become curious, focused learners as soon as they start school.

Warm, mutually respectful relationships permeate the school. Pupils value the high expectations that staff have for how they will behave and learn. They typically meet these expectations successfully.

This makes the school a calm and purposeful place. Social times are harmonious. Pupils take care of each other and their e...nvironment.

Play leaders support younger pupils to use the equipment provided and socialise in a positive way.

Pupils enjoy a wealth of experiences beyond the academic curriculum. They participate in a wide range of clubs covering sports, art and music.

Pupils relish the opportunities to become junior leaders and school councillors and to represent the school in competitions. The aspirations of pupils rise through joining the 'Brilliant Club' and 'graduating' at Cambridge University. These roles give pupils confidence and recognition.

Pupils benefit greatly from this provision. Every pupil is a valued part of the school community.

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

The school has worked with the wider trust to design an ambitious and well-considered curriculum.

The curriculum sets out the small steps of knowledge pupils need to learn. This starts in early years and pupils build on their learning year on year.

Children make an excellent start in Reception.

Adults set very high expectations of what children learn and can do as soon as they start school. This means no time is lost and children benefit from the expert teaching instruction. Children's learning is further developed through well-planned activities.

Trained adults support children to extend learning and support any child who needs extra help. As a result, children develop excellent learning behaviours. They have a thirst for learning.

Children achieve exceptionally well through early years and are very well prepared for Year 1.

Reading is a priority at this school. Trained staff deliver the school's chosen phonics programme well.

Pupils read regularly and practise the sounds they learn. Adults check pupils' progress and give support to any pupil who needs some extra practice with their reading. This means pupils typically become fluent, confident readers.

However, pupils' writing skills are not as well developed as their reading. Once pupils leave early years, the school does not set clear enough expectations around writing across the curriculum. This means that some pupils do not develop their ability to write accurately and at length.

This limits their ability to communicate their learning through writing across different subjects.

Across the curriculum, trained staff teach in a clear and consistent way. Teachers introduce new knowledge clearly.

They recap previous learning and connect prior learning to new content. Staff use the checks they make on pupils' understanding to routinely identify and address any difficulties that may arise. This helps pupils develop a depth of knowledge over time.

Pupils achieve well across the curriculum.

Pupils with SEND learn the same curriculum content as their peers. Where appropriate, pupils with SEND receive additional, tailored support so that they learn an adapted curriculum that meets their needs.

Leaders place no limits on what pupils with SEND can do or achieve. Pupils with SEND make strong progress in their learning because of the effective teaching and support that they receive.

The school has established clear routines and expectations support pupils to behave well in class.

On most occasions, pupils respond positively and follow these expectations readily. Learning typically proceeds without disruption.

The school's work to support pupils' personal development is exceptional.

Pupils visit different places of worship and benefit from established links with schools in different parts of the world. They have a strong understanding of equality and diversity. Pupils' personal, social, health and economic education is a priority.

They learn how to stay healthy and keep themselves safe, including online. Pupils talk confidently about different family structures and relationships. They demonstrate mature, sensitive views about real-life issues.

Pupils are very well prepared for life in modern-day Britain.

Those responsible for governance know the school well. They use their experience to challenge and support leaders.

Staff appreciate the school's focus on their professional development, which gives them the confidence and expertise to deliver the curriculum effectively. Parents talk positively about many aspects of the school's work, such as the warm, welcoming ethos around the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate body)

• Beyond early years, the school has not sufficiently prioritised pupils' letter formation and transcription skills. This means some pupils are not able to communicate their learning through writing in an age-appropriate way. The school should continue to consider its approach to developing writing skills so pupils learn to write with fluency, automaticity and accuracy across the curriculum.