Cleeve Park School

What Ofsted said

From the inspection on 28 February 2024

Staff, pupils and parents recognise the positive changes in their school in recent years. Pupils are courteous and respectful. They typically treat one another with consideration and enjoy supportive and professional relationships with staff. Staff are motivated, well supported and provided with the training they need to deliver their roles well. Leaders, including governors and the trust, have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND) and students in the sixth form. Leaders provide an ambitious curriculum which supports pupils to prepare well for qualifications and their next steps. Outcomes in national tests have steadily improved in recent years and pupils' work is typically of a high standard across the curriculum. In the sixth form, courses offered reflect local employment opportunities and support students' ongoing education and training. The school provides a range of wider opportunities, open to all pupils, such as debating, art, music, drama and sporting clubs. Pupils enjoy special opportunities, such as representing their area in a Boccia competition for pupils with a disability and performing in the school's popular musical productions. Sixth-form students work towards the Duke of Edinburgh's Award and offer mentoring to pupils at the special school that shares the same site. Pupils at all levels benefit from carefully thought-out careers advice, information and guidance.

What the school should improve

• Some curriculum thinking is less sharply defined than others. Where this is the case, teaching and support focuses less clearly on helping pupils to recall precisely what they have learned previously and using that knowledge to help pupils to understand more complex ideas. The school should continue its work to identify precisely key knowledge in the curriculum and its link to future learning of more complex concepts. The school should ensure that teaching focuses on supporting all pupils to access more complex subject concepts where this is less securely embedded.
• Teaching does not routinely focus on giving pupils opportunities to use key vocabulary they have learned. As a result, pupils' lack subject precision and opportunities are missed to extend their thinking further. The school should ensure that teaching promotes the use of key vocabulary that pupils have been taught.

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