Cleeve Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils enjoy coming to Cleeve Primary School. They feel safe in school. Pupils know that they can use the ‘ask it basket’ if they want to share an anonymous worry. They know what bullying is. Pupils know that staff take any concerns seriously and act swiftly to resolve their worries. Generally, pupils behave well in lessons. Pupils enjoy opportunities to work collaboratively and practically. This increases their engagement and enhances their positive learning attitudes. Pupils embrace the approach of the ‘power of yet’. They develop resilience and are encouraged to view challenges as things that they cannot do yet. Leaders have introduced positive changes to help pupils learn effectively. However, some of these improvements are at an early stage and not consistently embedded across the school. Over time, pupils do not achieve as well as they should. Some pupils have gaps in their knowledge across a range of subjects. Attendance is too low. This means that some pupils miss out on essential learning and personal development experiences. Typically, any pupil who needs additional help is supported well. Pupils with special educational needs and/or disabilities receive the academic, social and emotional support that they need. In the early years, children settle quickly because they are well supported by caring staff. Children swiftly grow in confidence to access indoor and outdoor learning tasks independently. Pupils enjoy a range of activities designed to raise their aspirations, for example visits from a wide range of professionals to inform them of future careers. These experiences help pupils see the wider opportunities available to them. Pupils engage in enrichment themed days that raise awareness of important social and community issues. This helps to build pupils' understanding of empathy, compassion and responsibility.

What the school should improve

• Leaders should ensure that their work continues to improve pupils' attendance and reduces rates of persistent absence.
• Leaders should ensure that the curriculum is taught consistently well in all subjects and year groups, so that pupils secure the knowledge and skills they need for their next steps.
• Leaders should ensure that teachers fully support pupils at the early stages of learning to secure their foundational knowledge.
• Leaders should ensure that improvements to the curriculum and teaching, including adaptation for pupils with special educational needs and/or disabilities, support all pupils to achieve in line with national expectations at the end of key stage 2.
• Leaders should continue the school's work to further strengthen home-school links.

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