Cleves Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an outstanding school Since the previous inspection, the executive headteacher and the headteacher have transformed this school so that it is outstanding in all respects. The headteachers share a vision of excellence for the school.

They have demonstrated the drive to turn this vision into reality. The school uses the expertise of the federation with a nearby school to strengthen leadership through excellent advice and support. As a result, leadership at all levels is highly effective.

Governors provide extremely strong support in challenging the school to achieve the highest-quality teaching and the best outcomes for pupils. The ambitious range of sub...jects really stretches pupils. As a result, they learn fast and make strong progress.

The quality of teaching is consistently outstanding. Staff work hard and highly effectively. Their work is closely checked.

Staff back leaders fully. Teaching is outstanding because adults expect a great deal from the pupils. In turn, the pupils rise to the challenge.

Written feedback in pupils' workbooks is consistently strong across all year groups and in all subjects. This well-considered guidance helps pupils grasp how to improve their work. Teachers and teaching assistants work in highly effective partnership.

They plan and cater extremely well for pupils with a range of abilities and needs. Behaviour and pupils' personal development and welfare are outstanding. Pupils are proud of their school.

They are eager to learn. The school is extremely caring. Pupils with severe and complex needs are given exemplary support.

Pupils respect one another and are kind to others. In this diverse community, pupils get on extremely well with one another. The school keeps pupils safe and equips them with the knowledge to keep themselves safe.

Pupils' achievement has risen dramatically since the time of the previous inspection. Pupils make stronger progress than others in the country as a whole. All groups, including disadvantaged pupils, the most able and those with a range of additional needs achieve extremely well.

Children make extremely strong progress in early years provision. Adults encourage children's literacy, number and speaking skills highly effectively. Outdoor activities are particularly inviting and stimulating.

Indoor activities are also imaginative, although sometimes a little restricted by the space available.

Information about this school

Cleves is larger than the average-sized primary school. The school is in a hard federation with Tollgate Primary School.

Together they form the Boleyn Federation. Tollgate Primary, a teaching school, is a national support school. The executive headteacher of both schools is a national leader of education.

Both schools share a governing body. Each school in the federation has its own headteacher. A higher than average proportion of pupils are eligible for additional government funding, known as the pupil premium.

The funding is used to support pupils who are eligible for free school meals and children who are looked after. Most pupils come from minority ethnic heritages, and this proportion is much higher than average. A wide range of heritages is represented.

The proportion of pupils who speak English as an additional language is much higher than average. The proportion of disabled pupils and those who have special educational needs is broadly average. The school incorporates specialist provision for around 29 pupils from the Nursery to Year 6 who have either severe and complex needs or who are eligible for high-needs funding.

These pupils are integrated into the school. They receive specialist support in groups or within mainstream classes. The school runs an on-site free breakfast club.

The great majority of children attend the Nursery for either the morning or afternoon sessions. Children in the Reception Year classes attend all day. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.