Clore Shalom School

Highlights from Latest Inspection

Outcome

Clore Shalom School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils strive to show the school's values of; chesed (be kind), resilience (try hard) and respect (everyone matters) in everything they do.

At the breakfast club, on the playground and in the dining room, pupils greet visitors enthusiastically. They are proud to belong to this inclusive community. Pupils thrive in the school's warm, family atmosphere.

Staff have high expectations of pupils' conduct. Pupils rise to these expectations by behaving well. They are motivated to do this by earning praise and reward points.

...>The school's expectations of pupils' academic achievements are equally high. Pupils work hard. Overall, their achievements in reading, writing and mathematics at the end of key stage 2 are in line with or above national averages.

A wide range of roles develop pupils' sense of responsibility. These roles include well-being leaders, Jewish life leaders and school councillors. Extra-curricular clubs offer pupils the chance to develop new skills and talents, such as karate, karaoke and chess.

Educational trips, for example a visit to a nearby wildlife park, are carefully planned to enhance pupils' learning. The 'CLORE awards' scheme recognises pupils' achievements in and out of school. It motivates them to realise their goals.

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

Since the previous inspection, the school has experienced several challenges, including changes to leadership. Leaders, including governors, have guided staff, pupils and their families through this period skilfully. They have maintained their focus on providing a high-quality education for pupils.

The curriculum is ambitious. It is carefully sequenced, so that pupils build their learning gradually, starting in early years. In geography, for example, children in the Reception Year draw maps of a story character's journey.

They name the features of a place, such as house, tree and park. This prepares children well for mapwork and identifying features of their local area in Year 1.

The school has trained teachers to deliver the curriculum effectively, with consistency in the teaching approaches they use.

Typically, teachers recap pupils' previous learning often, so that this becomes secure. They introduce new learning clearly and show pupils what they expect from them in their independent activities. Teachers check pupils' understanding frequently and address any gaps or errors that arise effectively.

These improvements support pupils to achieve well, overall. In lessons, pupils apply their existing knowledge to new learning. For example, in mathematics, Year 6 pupils measure the internal angles of triangles.

They use their addition, subtraction and multiplication skills to check whether the total of the angles is always the same. In English, pupils produce increasingly complex pieces of writing. For example, pupils in Year 5 create suspense in a narrative through deliberate language choices.

However, some pupils' foundational writing skills, such as handwriting, spelling and punctuation, are not secure. Sometimes, teachers' expectations of the quality of work pupils produce are not consistently high. As a result, the standard of some pupils' recorded work could be better and their ability to express more complex learning is hampered.

The school promotes a love of reading. A rich and varied selection of texts underpins pupils' learning from the Reception Year through to Year 6. In early years and key stage 1, effective daily phonics lessons develop pupils' early reading skills.

Skilled staff teach pupils the sounds and strategies they need to become confident readers. The school identifies pupils who need additional help with phonics. It provides this swiftly and effectively so that these pupils catch up.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately and quickly. Staff know these pupils well and understand their individual needs. Teachers adjust their teaching and adapt learning activities effectively for pupils with SEND.

In some cases, additional adults provide targeted support. Consequently, pupils with SEND achieve well from their starting points.

Pupils' personal development is at the heart of the school.

The school prepares pupils well for life after Clore Shalom. Pupils learn essential knowledge about relationships, internet safety and personal well-being. They understand the fundamental British values and how these apply to them.

For example, pupils know that democracy means 'I have a voice'. Pupils value diversity and are very well informed about the differences between people. They know these can sometimes lead to discrimination.

The challenges of recent years have led leaders to prioritise the well-being of pupils and staff. There is a strong pastoral offer. For instance, pupils who struggle to manage their feelings in the classroom can learn in the safe space provided by 'The Hub'.

Staff welfare is a high priority. School leaders and governors consider the impact of any changes they make on staff well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of foundational writing skills, such as handwriting, punctuation and spelling, is not as effective as it could be. Some teachers' expectations of pupils' recorded work are not consistently high. This hampers pupils' ability to show their progress and express more complex learning.

As such, the quality of some pupils' work is not as good as it could be. The school should ensure that early writing knowledge and skills are taught effectively and practised regularly. It should ensure that teachers' expectations are consistently high, so that pupils' recorded work reflects the quality of their learning across the curriculum.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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