Clent Parochial Primary School

What Ofsted said

From the inspection on 20 January 2026

Pupils experience a warm, nurturing and inclusive environment where they are known as individuals. They feel a strong sense of belonging. Pupils arrive to a calm and well-organised start to the day. They settle quickly to purposeful routines that help them to feel safe, confident and ready to learn. Pupils trust adults to support them when needed. Parents and carers overwhelmingly report that their children are happy, secure and well cared for. Behaviour across the school is consistently positive. Pupils follow routines well and speak proudly about the school's values, which shape how they treat one another. They know that adults resolve any friendship issues promptly and fairly. Bullying is exceptionally rare. Pupils behave respectfully throughout the day. Social times are harmonious. Pupils appreciate that the playground is a safe place where they look after one another and ensure that everyone feels included. Pupils relish the vast array of exciting and engaging opportunities and experiences that the school provides. A rich personal development programme broadens pupils' experiences and deepens their understanding of life in modern Britain. Activities such as eco council, residential visits, community events and inspirational visitors help pupils take an active role in their school, local village and wider world. Pupils are proud to represent their community and live out the school's vision as considerate, responsible young citizens. Children in the early years get off to a flying start. They are exceptionally well prepared for the demands of Year 1. Pupils attend regularly and demonstrate highly positive attitudes to learning. They engage confidently and work diligently. Pupils benefit from thoughtful and tailored support, especially those with special educational needs and/or disabilities, or those facing additional barriers to their learning or wellbeing. They feel fully part of school life and value the support that helps them to achieve. Pupils achieve well overall and leave the school well prepared for the next stage of their education.

What the school should improve

• Leaders should further strengthen the consistency of adaptive practice for pupils with special educational needs and/or disabilities, disadvantaged pupils and those with other barriers to their learning and wellbeing. • Leaders should increase systematic opportunities to further deepen pupils' knowledge by ensuring that learning is based on checks on pupils' understanding and designed to ensure that appropriately matched tasks support pupils' thinking and knowledge of the curriculum, especially for higher attaining pupils. • Leaders should further refine the design of wider curriculum subjects to ensure that pupils are increasingly supported to develop subject-specific disciplinary knowledge so that they are able to make connections within and across subjects as they move through the curriculum. • The new leadership team should continue to monitor the impact of improvements to the curriculum and teaching to ensure that pupils secure deeper, connected learning that enables them to further improve their achievement, especially in mathematics and writing for higher attaining pupils.

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