Cleveland Road Primary School

Inspection of an outstanding school: Cleveland Road Primary School Cleveland Road, Ilford, Essex IG1 1EW

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Outcome

Cleveland Road Primary School continues to be an outstanding school.

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What is it like to attend this school?

This school sits at the heart of the local community. It has an inclusive culture in which everyone is made to feel welcome, whatever their personal beliefs or backgrounds. Staff know the pupils and their families extremely well. Relationships between staff, pupils, and parents and carers are built on mutual respect. Pupils thrive in this caring and nurturing environment. Staff encourage all pupils to be courteous, considerate and cooperative and to show commitment. It is a stimulating place for pupils to learn.

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What is it like to attend this school?

Staff have high aspirations for all pupils’ achievement and behaviour, including those with special educational needs and/or disabilities (SEND). Pupils rise to these challenges and as a result achieve highly across subjects. They show exceptional conduct and behaviour in lessons and around the school. Bullying is rare, and pupils know that there are trusted adults who will respond swiftly to any concerns they raise. Pupils feel happy and are kept safe.

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What is it like to attend this school?

Pupils appreciate the varied experiences and opportunities that the school offers them. They enjoy visits to theatres and universities and participating in residential trips, for example. Pupils are encouraged to become responsible citizens. They relish taking on responsibilities, such as being digital leaders, eco-warriors and members of the pupil leadership team. Pupils act as wonderful ambassadors for themselves and the school.

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

Since the school’s last inspection, pupils have continued to achieve very well. This is due to the skilfully designed and well-ordered curriculum, which is broad and vibrant. From the start of early years, the curriculum identifies the precise knowledge, skills and vocabulary that pupils should learn and the order in which they should learn them. The school has carefully considered the important content that pupils should revisit to help them build on their learning over time. Practical experiences enhance the taught curriculum and help to bring pupils’ learning to life. Over their time at the school, pupils build the deep knowledge that they need to succeed in their future learning. The 16 and 17 July 2024

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significantly above average 2023 published outcomes show that Year 6 pupils are more than prepared for the challenges of the secondary phase curriculum.

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The school ensures that staff benefit from carefully considered, high-quality training. Staff value this training, especially for the skills it gives them to enhance their teaching further. Teachers’ subject knowledge is strong. As a result, the curriculum is skilfully taught with a precise focus on the key things pupils need to grasp securely and in depth. Teachers select appropriate activities and ask meaningful questions that help pupils to achieve highly. Regular recap sessions help pupils to make connections and remember what they have already learned. Teachers use assessment well to identify gaps in pupils’ skills and knowledge. They take swift action so that no pupil is left behind. The school continuously reviews the curriculum to ensure that it is exciting, engaging and relevant for all pupils.

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The school prioritises reading and pupils’ vocabulary development. Children in the early years are immersed in a language-rich environment, where they enjoy regular songs, rhymes and stories. Across the school, pupils benefit from studying a diverse range of texts from different cultures and a variety of authors. As a result, pupils develop a love of reading.

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Staff deliver the phonics programme expertly. Pupils read from books that are carefully matched to the sounds they already know. Staff act quickly to support pupils who struggle with reading. This enables them to read fluently and accurately.

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Leaders are ambitious for disadvantaged pupils and those with SEND. They ensure that these pupils have their needs identified quickly. Staff use information about pupils with SEND to expertly adapt the delivery of the curriculum and provide appropriate support. Leaders and staff work closely with parents and other agencies, as well as pupils themselves. This helps pupils with SEND to progress well through the curriculum.

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Pupils behave exceptionally well around the school due to the clear and consistently applied expectations. The school is doing everything it can to support parents in encouraging pupils to attend every day and arrive on time, resulting in positive outcomes.

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The school has developed an impressive programme of exceptionally well designed events, trips and visits to enhance and deepen pupils’ learning and develop their character. The carefully planned curriculum teaches pupils how to keep themselves healthy and safe, including forming healthy relationships. Pupils’ understanding of tolerance and respect for others is embedded. They develop a strong appreciation of difference and diversity. Pupils learn to embrace the importance of fundamental British values and being part of the local and global community. They can also participate in a varied selection of extra-curricular activities, including orchestra, drama and multi-sports. These activities all help to develop pupils’ interests, confidence and resilience.

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Staff feel well supported by leaders and those responsible for governance. They appreciate the arrangements in place to help them carry out their roles and to ensure that their workload is manageable. 16 and 17 July 2024

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Safeguarding

The arrangements for safeguarding are effective.

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Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding. 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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.

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Background

This is the first ungraded inspection since we judged the school to be outstanding in December 2018.

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How can I feed back my views?

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 16 and 17 July 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Veena Naidoo (Executive headteacher)

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School details

Dates of previous inspection 25 and 26 September 2018 and 6 December 2018, under section 5 of the Education Act 2005.

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Information about this school

 Cleveland Road Primary School is a four-form entry school.  The school is part of The Clementswood Federation. This comprises two schools in the local area.  The school provides a breakfast club and an after-school club on the school site.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, other senior leaders, school staff and members of the governing body, including the chair. 16 and 17 July 2024

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 Inspectors also spoke with a representative of the local authority.  The inspectors carried out deep dives in these subjects: early reading, science, computing and geography. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to pupils read to an adult. Other areas of the curriculum were also considered.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record, took account of the views of leaders, staff and pupils and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site. In addition, they met with pupils, formally and informally, to hear their views.

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 Inspectors spoke to some parents and considered the responses to Ofsted Parent View. They also took into consideration the responses to the Ofsted online surveys for pupils and staff.

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Inspection team

Chris Birtles, lead inspector Ofsted Inspector

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Inspection team

Jonathan Newby Ofsted Inspector 16 and 17 July 2024

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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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