Claydon Primary School

Inspection of Claydon Primary School Lancaster Way, Claydon, Ipswich IP6 0DX

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Inspection dates: 18 and 19 October 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 18 and 19 October 2022

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What is it like to attend this school?

Pupils are proud to attend Claydon Primary School. They consider that it is a special place to learn and be with their friends. The school’s ‘five C’s’ of culture, community, character, curriculum and collaboration thread through its work. These help pupils to make the right choices. They all strive to ‘be the best they can be’.

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What is it like to attend this school?

Leaders have high expectations for pupils to do well. Pupils build trusting relationships with adults. They are respectful, whether working in class or playing outdoors. Pupils enjoy their learning. They willingly help and support one another. As one pupil said, ‘Everybody respects everyone at this school.’

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What is it like to attend this school?

Pupils behave well. Low-level disruption is rare. Pupils consider that bullying does not occur at their school. They know what bullying looks like. Pupils know that if it did happen, adults would deal with it quickly.

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What is it like to attend this school?

Pupils take part in different local events. This helps them to think about the needs within their local community. It encourages them to be active citizens and to understand their responsibilities in the wider world.

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What is it like to attend this school?

The majority of parents appreciate how staff work with their children. One parent reflected this, describing the school as ‘a great school with a strong sense of living its values and where demonstrating the right behaviours is as important as academic achievement’.

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better?

The new leadership team has acted quickly to build a collaborative staff team. Together, they have ensured that the curriculum is well planned and organised. From the start of early years through to Year 6, leaders have identified what pupils need to learn and know. Leaders provide many training opportunities for staff. This means that staff have a secure understanding of how to teach the curriculum and meet the needs of the pupils they teach. Staff value the training and support they receive from leaders.

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better?

Teachers regularly check what pupils remember and can do. They often check on pupils’ learning through skilful questioning. Teachers use the information to adapt their planning or deal with any misunderstandings pupils may have. They make use of pupils’ contributions in lessons to build pupils’ thinking and understanding.

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better?

In a few subjects, curriculum plans are new and assessment systems have not been fully developed. In these subjects, leaders have not yet identified all the important knowledge that pupils need to learn and how best to check this. Some curriculum leaders are new to their role. They are being well supported to develop their expertise. 18 and 19 October 2022

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Leaders have rightly prioritised reading. They have introduced new approaches to teach pupils to read. They have ensured that staff are well trained to build pupils’ phonic knowledge. Most pupils read books matched to the sounds they know. For a few pupils, books are not well matched. They do not help pupils to gain the confidence to read fluently. Older pupils are well supported with their independent reading. They enjoy reading challenges and daily stories read by adults. Pupils are building a love of reading.

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Leaders make sure that pupils with special educational needs and/or disabilities (SEND) receive the right support. Staff know the pupils well and accurately identify their needs. Teachers plan effectively for these pupils. They adapt their plans to enable pupils with SEND to access the same opportunities as their peers.

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Pupils understand the importance of tolerance and respect. Different clubs and activities provide opportunities to build character and develop talents. Pupils talked excitedly to inspectors about their recent residential trip. Leaders continue to review and develop the curriculum, especially to enhance pupils’ knowledge about life in modern Britain.

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Clear routines contribute well to the orderly school environment. Pupils treat each other with kindness and care. Their relationships are positive and encouraged by the conversation prompts placed on each table at lunchtime.

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The multi-academy trust has been highly effective in recruiting and training new leaders. It continues to provide support and training for new and aspirant leaders. The trust and local academy committee provide good levels of support and challenge. This holds leaders to account for the decisions they make.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders know that keeping pupils safe is important. They ensure that staff are well trained to recognise any matters that may be of concern. Staff understand how to report their concerns. They know that every bit of information may be needed to safeguard pupils’ welfare. Leaders maintain detailed records and respond appropriately when concerns are raised.

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Safeguarding

Pupils are taught how to keep themselves safe through the curriculum. They know about the dangers when they are online and how to report any concerns to adults. 18 and 19 October 2022

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(Information for the school and appropriate authority)

 Not all subjects of the curriculum provide the sufficient details required to inform teachers’ planning. Leaders have not yet developed ways of checking the impact of some aspects of the curriculum, such as science. Leaders do not know how well pupils achieve over time in these subjects. Leaders should ensure that the curriculum is fully developed and that they evaluate how well pupils build their knowledge across the curriculum by providing the time and training for subject leaders to carry out these evaluations.  A few pupils are not provided with books that are well matched to the sounds that they know. This means that they are not developing the confidence they need to read accurately and fluently. Leaders should ensure that every child has books that are matched to the phonics they know to help them to learn to read quickly.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 18 and 19 October 2022

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school converted to an academy in July 2018 and is a member of the South Suffolk Learning Multi-Academy Trust. When its predecessor school, Claydon Primary School, was last inspected by Ofsted, it was judged to be a good school.  The new headteacher took up post in March 2020. The deputy headteacher was appointed in January 2020.  The school makes use of one registered alternative provider.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in early reading, mathematics, science, history and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons where they were being taught, 18 and 19 October 2022

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spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors spoke with the headteacher, the deputy headteacher and other members of staff. The lead inspector met with the chief executive officer of the trust and two trustees. The lead inspector spoke with the chair of the academy committee.  Inspectors reviewed a range of documents. These included the employment checks undertaken when staff are appointed, the school development plan, the school’s evaluation of its own performance and minutes of governors’ meetings.  Inspectors considered 115 responses to Ofsted’s online survey, Ofsted Parent View, as well as 115 free-text responses. Inspectors met parents informally as they arrived at the start and at the end of the school day.  Inspectors took account of staff’s and pupils’ views. They reviewed 53 responses to the staff questionnaire and 139 responses to the pupil survey. Inspectors spoke

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to pupils during lessons and breaktimes.

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Inspection team

Steve Mellors, lead inspector His Majesty’s Inspector

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Inspection team

Charlotte Martin Ofsted Inspector 18 and 19 October 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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