Clements Primary Academy

What Ofsted said

From the inspection on 10 March 2026

Pupils are proud to attend Clements Primary Academy. The school sits in the heart of its community, where pupils feel well supported. They said, 'The lovely adults look after us every day.' Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, typically achieve well from their starting points. This is because staff skilfully provide adaptations that help reduce any barriers to pupils’ learning. Pupils also receive extra support when required, which helps address gaps in their learning. They, including those who attend the special educational needs unit, feel included in daily school life. Pupils are developing their empathy skills. For example, they understand that some pupils may require extra support during the school day. Pupils follow a curriculum that is ambitious and well sequenced. Staff use assessment strategies to check what pupils know and remember. Pupils enjoy learning both inside and outside the classroom. For example, the school’s pond, designed by the pupils, provides opportunities for them to learn about plants and life cycles. Morning routines are well established. Pupils organise themselves and settle down to purposeful tasks. Staff use these activities to focus on developing pupils’ core skills. For example, ‘Wellbeing Wednesday’ provides opportunities for all pupils to reflect on their emotions. Residentials and trips broaden pupils’ school experiences. Leaders feel this is important due to the rural location of the town. Behaviour is positive in lessons and during social times. Bullying is rare and dealt with quickly. As a result, pupils feel safe in school. Pupils learn about the importance of being a rights respecting school. They can talk about protected characteristics and human rights. Pupils generally understand fundamental British values. Their attendance in the main school is generally close to the national average. By the end of their time in primary school, pupils are typically prepared appropriately for the next stage in their learning journey.

What the school should improve

• Leaders should ensure that teachers adapt tasks and activities more precisely, so that learning is consistently well matched to pupils’ needs and all pupils remain engaged and achieve as well as they should.
• Leaders should ensure staff make attendance everybody’s responsibility, so the whole-school pupil attendance improves.

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