Cliffedale Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this inclusive, friendly school. They describe Cliffedale as being a 'kind' and 'civilised' environment where everyone is treated fairly. Pupils have a good understanding of equality and respect.

Pupils told inspectors, 'Cliffedale is a really positive place that makes us want to do our best.'

Pupils are happy and safe at Cliffedale. They feel listened to and well supported.

Pupils say, 'You can always tell someone here about your worries and they will make everything better.'

Pupils behave well. Most pupils concentrate well in lessons.

Pupils play nicely on the playground and enjoy socialising together. Older pu...pils enjoy the responsibility of running clubs for the younger ones. Pupils do not report any problems with bullying.

Eight core values underpin the school's ambitious ethos. They are threaded through the curriculum. Pupils are rewarded for good speaking and listening, for staying positive and aiming high, for solving problems and being creative, as well as for showing leadership qualities and teamwork skills.

Parents and carers are overwhelmingly positive about the education and support their children experience at Cliffedale. They praise the strong leadership at the school. They recognise the improvements that have taken place since the last inspection.

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

The school has re-developed its curriculum since the last inspection. In all subjects, pupils learn in a precise, logical order. Lessons begin by showing pupils how current learning builds on what came before and how it links to what will come next.

At Cliffedale, pupils are immersed in a world of books. Children in the early years re-tell the stories they have heard with great enthusiasm. Pupils in Years 5 and 6 are just as absorbed when their teachers read to them.

They follow along on tenterhooks with their own copies of the class text. Staff teach phonics well. Children in Reception know that the terms 'digraph' and 'trigraph' refer to sounds made by more than one letter.

Pupils look for these before trying to read unfamiliar words. There is a common approach to developing fluency when staff listen to pupils read. Staff make sure that the books pupils take home to read are matched to the letter sounds they recognise.

Older pupils like answering quiz questions about their books. They say the quizzes make them want to read even more.

Children get off to a flying start in the early years.

They benefit from a warm, nurturing environment that allows them to be independent. Reception staff help children get the most out of 'free flow' activities and imaginative play by asking them questions to extend their understanding and to develop their language skills.

Staff have good subject knowledge.

They model learning well. In English lessons, for example, pupils benefit from seeing their teachers write. This helps pupils make improvements to their own written work.

However, staff do not always check closely enough on pupils' progress in lessons. As a result, pupils are sometimes moved on to new learning before they are ready. In addition, staff do not always select activities that are best suited to learning the curriculum.

When this happens, pupils do not gain a secure understanding of the important knowledge they need to remember.

The school is quick to identify pupils with special educational needs and/or disabilities (SEND). Staff ensure that lessons are adapted well for pupils with SEND.

Staff who support pupils with complex needs do so sensitively and skilfully. Parents of pupils with SEND acknowledge the good level of care provided for their children.

There are high expectations at Cliffedale regarding behaviour and attendance.

The school monitors these things closely and systematically, responding to any issues quickly and effectively.

The school's 'skills builder' programme is central to its personal development offer. Staff reference its eight values in lessons and pupils talk about them confidently.

Pupils try hard to demonstrate them and earn tokens for their house. Pupils have inclusive and welcoming attitudes towards difference and diversity. They understand the importance of the protected characteristics.

However, they are less knowledgeable about world faiths. Pupils learn how to keep themselves safe online. They have lessons on mental health and well-being.

There are lots of clubs for pupils to join, as well as leadership roles. Every pupil is part of the school council.

Cliffedale benefits from ambitious, efficient leadership at all levels, with clear direction and support.

Staff enjoy working at the school. They appreciate being given the training and time they need to carry out all their duties.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons, staff do not check closely enough on how well pupils are progressing. As a result, pupils are sometimes moved on to new learning before they are ready. The school must ensure that all staff use formative assessment well, so that misconceptions are addressed, and pupils acquire the knowledge and skills they need.

• Sometimes, staff do not select activities that are well matched to what pupils need to learn. This means that pupils do not always gain a secure grasp of the most important curriculum content. The school must ensure that all staff provide pupils with work and resources that enable them to gain a secure understanding of the key knowledge they need to remember.