Clifton Green Primary School

What Ofsted said

From the inspection on 17 May 2022

Clifton Green Primary School is a large school with a strong sense of community. Leaders' values of 'Better never stops' are at the heart of everyday school life. Parents and carers are overwhelmingly supportive of this inclusive school. One parent said, 'My child loves coming to school because the support staff give is fabulous - my child skips to get to school'. Pupils feel safe in school. They say bullying is rare. Inspectors found that, if pupils are worried, they know who to talk to. Pupils trust adults to sort out any concerns. The leadership of personal development, its provision and practice are exceptional. Leaders' focus on developing good character traits is consistently applied. Pupils say they are treated fairly and equally. They respect each other, talk with kindness and compassion and are willing to try their best. Teachers are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils rise to the challenge. They are motivated and keen to do well. Strong support and well-planned extra help in the classroom mean that pupils do well. Pupils with SEND, including children in the early years, access the same curriculum as their peers. Leaders identify pupils with SEND quickly. Well- trained staff support them. Leaders work closely with a range of agencies to provide specialist support when required. Teachers make sure that pupils experience a wide range of subjects. In most of these subjects, pupils develop a solid grasp of basic concepts. However, in a small number of subjects, the curriculum is not sequenced appropriately to help pupils develop their understanding. Pupils do not always remember important knowledge that they need.

What the school should improve

• In a few subjects, pupils struggle to recall and apply what they have learned previously. This is because the curriculum is not appropriately sequenced and the knowledge and skills pupils should know and do are less clear. This means that pupils do not make as much progress as they could. Leaders need to ensure that they plan and sequence learning which will support pupils to strengthen their application of knowledge and skills.
• Attendance is too low and persistent absence is too high. Robust systems have been in place since September 2021 which are making some progress to improve attendance. Leaders now need to raise expectations of good attendance for all and look to intervene as soon as attendance falls.

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