Clutton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Clutton Church of England (C of E) is a small and welcoming primary school.

Pupils like the fact that there are less than average numbers of pupils because, in their view, it helps everybody get to know each other really well.

Pupils are very articulate. They understand the high expectations that leaders have of their behaviour and achievement.

Pupils try their best to live up to these expectations. They display good manners and are respectful to the adults in the school. In lessons, pupils remain focused on their work.

Low level disruption is not tolerated.

Pupils explained that their teachers would deal with any rare incidents of bullying ...or name calling straight away. Pupils know that they can discuss any worries with their teachers.

This helps pupils to feel safe in school.

Pupils appreciate the wide selection of clubs that they can take part in. They enjoy activities such as choir, drama, tennis and netball.

One pupil enthused about the fact that all these clubs were free of charge. Leaders have also ensured that pupils can take part in a range of trips and visits to enhance their learning. Younger pupils have recently visited a local castle as part of their history topic, while pupils in Years 5 and 6 are excited for their upcoming residential trip.

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

Leaders have reviewed and refreshed the curriculum. It is ambitious for all pupils including those with special educational needs and/or disabilities (SEND). Leaders have looked closely at the subject content to ensure that this better reflects the national curriculum.

Some subjects are at an earlier stage of development. In these curriculum areas, the subject knowledge that pupils should learn has only recently been made clear. This hampers teachers' efforts to successfully build on what pupils have previously been taught.

As a result, not all pupils gain the intended knowledge that they need.

In most subjects, leaders understand how the early years curriculum provides the foundation for later learning. This enables children to build their knowledge seamlessly as they move into Year 1.

Subject leaders have focused more closely on developing pupils' subject specific vocabulary. For example, in science, older pupils could explain how trees respire to create oxygen. Children in the early years talked about chrysalises and caterpillars while learning about life cycles.

Leaders have ensured that teachers are trained to deliver the new phonics programme effectively. Children learn phonics as soon as they enter the Reception class. Staff check that the books pupils read closely match the sounds that they are learning.

Pupils, including those with SEND, who find reading difficult are provided with tailored support sessions to help them catch up. This enables pupils to develop their reading fluency and understanding. Older pupils read voraciously.

They can choose from a range of books that interest them.

Staff are able to quickly identify any pupils with SEND. Teachers make useful adaptations to how learning is delivered to enable pupils with SEND full access to the curriculum.

Leaders can access help from external professionals to provide specialist support where necessary.

Pupils enjoy their learning. In all classrooms, pupils display positive learning behaviours.

In the Reception class, children listen attentively to their teacher and remain engaged with their learning.

Leaders use the curriculum well to help pupils understand that they live in a diverse world. Pupils know that people should be tolerated and respected, regardless of their faith or culture.

Pupils can take on some responsibilities in school, such as leading worship.

Trustees and the joint academy committee are knowledgeable about school performance. This helps them to support leaders' efforts to improve the quality of education offered to pupils.

Staff are proud to work at the school. Most staff said that they felt leaders' actions had improved their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and trustees ensure that a culture of safeguarding is promoted throughout the school. There is regular training that helps staff to spot the signs of any pupils who may be at risk of harm. Staff are clear about the procedures that must be followed should they wish to report any concerns.

Leaders ensure that timely actions are taken in the event of any safeguarding incidents.

Pupils are taught the importance of maintaining a healthy lifestyle. They understand how to keep themselves safe.

Pupils can knowledgeably explain the dangers of drug and alcohol misuse and understand the potential dangers that can be found online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A number of subjects are at an earlier stage of development. In these subjects, the curriculum thinking is relatively new.

The knowledge that pupils need to learn is not yet clear. This means that teachers are not able to build on previously taught knowledge as effectively as they should. Leaders should ensure that teachers continue to implement the new curriculums to help pupils gain the intended knowledge that they need to learn.