Cliffe Woods Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The sense of community at Cliffe Woods Primary School is striking.

Pupils thrive. They are kind and welcoming to visitors, as well as to one another. Pupils are keen to talk about what makes their school special, including events such as 'Mother's Day tea'.

Pupils are justifiably proud of their work with school leaders, for example in jointly constructing the school's behaviour policy.

Pupils are curious and positive. They notice if someone needs help and are confident to step in.

Pupils learn about an appropriate range of risks. They report feeling safe in school and trust staff to support them. In the event of unkind behaviours, pupils say they are... 'upstanders not bystanders'.

Expectations of behaviour are high right from the time children start in Reception. The school environment is eminently happy, and adults and pupils interact positively. The school's values, including compassion and respect, are actively demonstrated in the day-to-day life of the school.

High expectations for learning and attitudes permeate the school. Pupils work hard and learn well. They are proud of their workbooks.

Pupils learn to read with success and enjoyment. They are delighted to earn and spend tokens in the school's reading book vending machine.

What does the school do well and what does it need to do better?

The school is determined that all pupils should learn to read confidently.

Staff are trained well. They possess expertise and enthusiasm in teaching phonics and early reading. Pupils, particularly those with special educational needs and/or disabilities, access effective support to help them catch up and keep up.

In Reception, children develop their reading knowledge very well. For example, children learn to identify and talk about sounds that they hear. They can talk with accuracy about digraphs and trigraphs.

Across the school, pupils learn successfully how to decode unfamiliar words.

A love of reading is developed thoughtfully. Pupils hear and read a wide range of texts including poetry, fiction and non-fiction.

The school intends for pupils to see themselves reflected in texts they encounter, as well as to help further their cultural understanding. Pupils enjoy visits to the local library and taking part in events such as World Book Day. The reading ambassadors undertake their roles conscientiously, looking after the library and the lunchtime reading shed.

From the early years onwards, the school's broad curriculum is designed to engage and motivate pupils. Knowledge and skills for pupils to learn across the subjects are identified. The curriculum enables pupils to acquire, reinforce and revisit learning.

Teachers use checks, including questioning, to identify misconceptions and gaps in understanding. This informs how they adapt learning activities. However, the information from these checks is not used consistently effectively.

The range of adaptations, in response to checks and pupils' differing needs, is not fully developed. Overall, pupils achieve well but sometimes pupils' learning does not build well on what has been learned previously. Consequently, some pupils progress less swiftly than they could.

Pupils attend school very well. They show highly positive attitudes to learning and school life. Expectations for behaviour are linked to the school's core values, community code and vision.

Pupils appreciate the importance of kindness, mutual respect and inclusive behaviour. This was seen in interactions in the early years, where children helped each other navigate scooters around the 'roadway'. Older pupils provide daily support, helping ensure that younger pupils experience happy playtimes.

Provision to promote pupils' personal development is exceptional. Pupils' experience responsibility through roles such as prefects and playground leaders. In pupil-led assemblies, pupils address moral and spiritual issues, and each year, pupils participate in a Holocaust memorial event.

Trips and visits enhance the curriculum and provide wider, meaningful experiences. Extensive opportunities exist for all pupils to participate in clubs, to develop their talents and to experience competitive events.

Leaders at all levels discharge their roles effectively.

The local governing body carries out its delegated role successfully. It challenges and supports the school in equal measure.

Staff feel valued and know that leaders consider their well-being and workload.

Leaders convey unwavering ethical principles. Pupils, parents and carers and local communities remain at the heart of their thinking.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment information is not always used effectively to adjust learning activities to meet the needs of all pupils. As a result, some pupils do not make as much progress as they are capable of. The school should support staff with the knowledge and skills needed to use assessment information more effectively to plan tasks that help pupils to learn and remember key content over time.

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