Clevedon School

Highlights from Latest Inspection

What is it like to attend this school?

The school's motto, 'Be kind, be brilliant', is at the heart of Clevedon School. Staff are ambitious for all. The curriculum is broad, with some bespoke programmes where appropriate.

Staff inspire learning beyond merely preparing pupils for examinations. Consequently, pupils achieve well and go on to meaningful destinations.

Pupils are friendly and welcoming at this inclusive school.

They have strong relationships with staff and feel safe. Sixth-form students are positive role models and support younger pupils well.

Pupils understand the 'Clevedon Way' expectations well.

They demonstrate them throughout the school day. Pupils stay focused in... lessons and understand what is expected of them as they move around the school. On the rare occasion that learning is disrupted, pupils respond well to teachers' quick reminders.

The house system underpins the school's warm and friendly ethos. Pupils feel a strong sense of identity with their house. They develop a sense of belonging through the house championship and enjoy the range of opportunities and competitions.

Pupils and parents value the many extra-curricular opportunities. These let pupils explore their talents and interests. Pupils speak enthusiastically about the strong performing arts provision.

There are multiple opportunities for pupils to perform, including the school's annual production.

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

The curriculum is well designed and ambitious. Subject leaders have thought carefully about the content they want pupils to know and remember.

They have also considered the coherent order in which to teach the curriculum content. The wide range of courses, including those in the sixth form, are well structured. As a result, pupils connect their knowledge to what they have learned before.

For example, in English in Year 9, pupils learn about 'Victorian monsters', which supports their understanding when reading 'Dr Jekyll and Mr Hyde' for their GCSE studies.

Teaching staff have strong knowledge of the subjects and courses they teach. They use their deep interest in their subject to inspire pupils and sixth-form students.

The school now has a consistent approach to teaching and learning. Teachers use this approach to plan well-structured lessons. They also regularly assess pupils' understanding and correct misconceptions.

Typically, teaching motivates pupils to learn and results in most pupils achieving well.

Some pupils with special educational needs and/or disabilities (SEND) and some disadvantaged pupils do not get the precise help they need to learn the curriculum well. While pupils' needs are identified, the curriculum is not broken down appropriately for them.

When this occurs, pupils with SEND and disadvantaged pupils do not build new learning on what they already know. The school recognises that it needs to support these pupils to progress more successfully through the curriculum. In contrast, pupils who attend the school's specialist provision, Bridge and Gateway, learn well.

In this setting, teachers appropriately adapt the curriculum to meet pupils' needs. Similarly, in the sixth form, teaching provides a tailored curriculum for students as needed.

There are a number of pupils who struggle with reading.

Some of those pupils are supported successfully to improve their reading. However, this work is not yet securely embedded and its impact not yet evident. During weekly tutor sessions, pupils have the opportunity to read widely.

However, the delivery of this is inconsistent. This means that not all pupils enjoy reading or have regular opportunities to develop their reading further.

Pupils and students in the sixth form understand the importance of being inclusive and respectful to all members of the school community.

The school has well-established routines and expectations. This leads to a calm and purposeful learning environment. The school is insistent and persistent in promoting high attendance.

The school analyses attendance carefully and strives to remove barriers to pupils' attendance. For pupils who miss school too often, there is intensive support for them and their families. The school continues to rightly focus on those pupils whose attendance needs to improve further.

Pupils are successfully prepared for their next steps. The well-thought-out careers provision helps pupils to link subjects with careers. Pupils and sixth-form students learn how to navigate real and online worlds and relationships.

For example, sixth-form students recently learned about vehicle maintenance and driving safety. Pupils eagerly take up roles of responsibility. These include house leaders, head students and student librarians.

Working closely with the trust has greatly benefited the school. This is exemplified by the recent support offered when the main school building was deemed unsafe. The trustees and governors have accurate insight into the school.

They support the school well and challenge it to be even better. Staff, including early career teachers, feel that leaders have carefully considered their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not always adapted well enough to ensure that all pupils learn effectively, particularly those who are disadvantaged and those with SEND. Therefore, some pupils do not achieve as well as they could. The trust should ensure that the curriculum and teaching methods support all pupils to achieve well.

• The school's strategies to support pupils who need additional help with reading are not effective for all. This means that some pupils do not develop their confidence, fluency and enjoyment of reading. The trust should develop its approach to reading to ensure that all pupils read widely and often.