Humberston Cloverfields Academy

What Ofsted said

From the inspection on 10 May 2023

Humberston Cloverfields Academy is a warm and welcoming place, where pupils are happy. Leaders have high aspirations for all pupils. Pupils are curious and eager to learn. Pupils' behaviour in and around school is good. Leaders have created a culture where respect is the foundation of everything they do. Adults model respectful behaviours to pupils. As a result, pupils are kind, courteous and respectful to one another and adults. All pupils, including the youngest children, can clearly explain the behaviour system, including the rewards they receive when they reach the 'recognition' stage. They feel that it is fair and works. Pupils feel safe. They are comfortable to talk to staff about any concerns they may have, including bullying. Bullying is rare. However, pupils are confident that if it did happen, it would be resolved quickly. The 'Kind Cloverfield's Crew' supports their fellow pupils when they spot that someone is upset. Pupils nominate each other for 'caught you being kind' certificates. Pupils enjoy 'Midweek me time', where they engage in non-academic activities, such as mindfulness colouring and playing board games, which helps them to 'clear the mind'. They understand that mental health is just as important as physical health. Pupils enjoy taking part in a wide range of activities and events, such as computing club, sports clubs, skipping, Makaton club, and 'becoming an artist' club. Leaders plan 'Humberston Cloverfield's experiences', such as skating and visits to the seaside, which all pupils engage in every year.

What the school should improve

• In some areas of learning in the early years, leaders have not broken down the crucial knowledge that all children should learn. This means that staff are not sure what all children need to know. Leaders should break down the knowledge they want children to remember in areas of the early years curriculum, except for mathematics and early reading, so that children are prepared for their future learning.
• In the early years, the phonics curriculum is not being delivered as effectively as leaders intend. The books that children are given to read do not match their knowledge of phonics. This means that some pupils do not make progress in their reading as quickly as they should. Leaders need to ensure that all staff receive training to implement the phonics programme consistently and that books match the children's phonic ability. This will ensure that all pupils will be successful in reading.
• Leaders' plans for pupils with SEND do not contain enough information about their needs or how to support them. Leaders are unable to review the support they put in place. Some pupils with SEND do not make the progress that they should. Leaders should ensure that pupils' needs are clearly identified so that staff know how to support pupils more effectively.

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