Claydon High School

What Ofsted said

From the inspection on 2 December 2025

Pupils enjoy attending this very happy school. They know that if they have any worries or problems, caring staff will provide them with the support they need to overcome them. Pupils usually get on well with each other and with staff. They are consistently polite and respectful. Pupils understand the importance of diversity. Bullying and the use of unkind language are therefore both very rare and never tolerated. Pupils know how to be 'upstanders' rather than 'bystanders' if their peers have any issues. This ensures that pupils feel safe, valued and welcome in the school community. Pupils enjoy learning the broad, ambitious and usually well-taught curriculum. This helps pupils gain important knowledge. As they progress through the curriculum, pupils become increasingly able to apply and communicate what they have learned. Staff know the individual needs of pupils. They use this knowledge to provide pupils, including those who are disadvantaged, the support they need to reduce barriers to learning. Pupils relish a plethora of opportunities to develop their talents, broaden their interests and contribute to the school. They attend a vast array of clubs, including coding, 'knit and natter', games and sports. Pupils participate in many trips and residential visits. They perform in musical and theatre productions. These enhance pupils' knowledge of and interest in the curriculum. Pupils learn to be active citizens. They run tea parties for the local community. Many pupils hold student leadership positions. Pupils benefit from numerous interesting opportunities to learn about the world of work. They encounter a wide range of employers and education providers. Pupils usually meet the school's high expectations of behaviour. Particularly when lessons are precisely adapted and engaging, pupils work with real enthusiasm. When pupils need help to improve their behaviour, they receive it. As a result, pupils improve their conduct and attitudes to learning. Because the school is a positive, supportive environment for everyone, pupils attend very well.

What the school should improve

• Leaders should develop precise target setting for pupils, especially those with special educational needs and/or disabilities, and teachers' use of formative assessment so that adaptations to the curriculum are consistently effective.
• Leaders should develop their approaches to teaching literacy so that pupils read and write well. This will support pupils to communicate their knowledge across the curriculum.
• Leaders should continue to strengthen teaching and learning across the school so staff consistently and skilfully adapt the curriculum to engage pupils fully in learning and deepen the knowledge they need to achieve highly.
• Leaders should ensure that staff at all levels have the support and knowledge that they need to embed and drive continuous improvement in the areas for which they are responsible.

Read the full Ofsted report (opens in a new tab)