Clinton Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Clinton Primary School Caesar Road, Kenilworth, Warwickshire CV8 1DL

p.1

Inspection dates: 14 and 15 January 2025

p.1

Outcome

Clinton Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Clinton Primary School is a vibrant and inclusive community where pupils thrive academically and personally.

p.1

What is it like to attend this school?

Pupils behave well and show respect for one another. This creates a warm and supportive environment for all. Pupils relish living up to the high expectations set for them by the school.

p.1

What is it like to attend this school?

Pupils develop resilience and character through the ‘Clinton characteristics’. This approach equips pupils with the skills and confidence they will need for life beyond primary school. The school song, which pupils love to sing, helps them to understand these values. The enthusiastic singing of lines such as ‘It’s who we all aspire to be; we’re one big Clinton family; that’s us!’ demonstrates their pride and sense of belonging.

p.1

What is it like to attend this school?

The curriculum is enriched by a variety of trips, experiences and clubs, with older pupils often leading activities for their younger friends. This fosters a sense of responsibility and collaboration. Through taking on roles such as school councillors or eco councillors, pupils are empowered to make real differences in their school and wider community.

p.1

What is it like to attend this school?

Opportunities to shine abound, whether performing in the school orchestra or on stage at a local theatre or castle. The school offers an inspiring education, preparing pupils well for a bright and successful future. 14 and 15 January 2025

p.1

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

From the early years to Year 6, the curriculum is rooted in the ‘Clinton characteristics’ and a set of transferrable skills. In each subject, the important knowledge and vocabulary are identified. This interweaving of attributes, skills and knowledge ensures that pupils are being well prepared for their next stages of education. For example, pupils learn to ‘push themselves’, and they apply this in mathematics when learning written methods of multiplication. They draw on previous learning of multiplication facts, which they eagerly learn through songs.

p.2

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

In other subjects, such as science and geography, pupils use subject-specific vocabulary confidently. For example, pupils in Year 4 use terms such as ‘particle’ when they ‘think like scientists’ to discuss the properties of states of matter. The school checks pupils’ understanding towards the end of each unit of work. However, there are not yet processes in place to check that pupils remember their learning over time.

p.2

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

Pupils get off to a strong start in early reading and mathematics. All pupils, including those with special educational needs and/or disabilities (SEND), learn the sounds they need to become fluent readers. Staff skilfully deliver the phonics programme. Pupils practise the sounds they know in books matched to their learning. Regular checks help to identify pupils who may be falling behind. Effective support is put in place. Younger pupils learn how to ‘see’ numbers in different ways. This helps them to secure the idea of each number having a value.

p.2

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

Pupils behave well. No learning time is lost. When some pupils find managing their behaviour challenging, effective support is put in place. The school supports pupils with SEND with the help they need to make progress through the curriculum. When needed, staff adapt lessons effectively to help all pupils access tasks successfully alongside their peers.

p.2

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

Leaders and staff quickly get to know pupils and their families well. Any SEND needs are swiftly identified and met. This knowledge of the school community extends to providing opportunities that support families, such as the parents’ running club. Links with the local area and wider world benefit pupils. For example, working with local schools and organisations helps pupils learn how to take care of their environment. Older pupils enjoy sending letters and Christmas cards to friends in schools around the world. This and many other opportunities ensure that pupils become empathetic global citizens.

p.2

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

The personal development offer for pupils is exemplary. A broad range of mapped-out opportunities help pupils to develop the confidence, ability and motivation to make a difference in the world. From repurposing yoghurt pots into book stands for the library to learning strategies for understanding and managing thoughts and feelings, pupils learn important skills and values. Clinton pupils are empowered. For example, school councillors met playground equipment companies when designing, budgeting for and purchasing an outdoor gym. 14 and 15 January 2025

p.2

3

Leaders, staff and governors share an unwavering vision for every pupil to thrive. The school and governors work well together to take effective action to sustain and continue to improve the school’s performance. In some aspects of the school’s work, leaders acknowledge that a sharper focus on checking the impact of actions would be of benefit as they continue to drive improvement.

p.3

3

Staff feel listened to and supported. They are consulted on any changes, and they value leaders’ understanding of their well-being and workload.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff receive appropriate training and know that safeguarding is everybody’s responsibility. There are processes in place to ensure that concerns are reported and recorded. The school takes prompt and effective action to follow up any concerns about pupils.

p.3

Safeguarding

That said, some errors in the administrative aspects of safeguarding had to be resolved during the inspection. The school is aware that there is a need to check the impact of some safeguarding training and ensure that policies and processes relating to recruitment of staff reflect up-to-date statutory guidance.

p.3

(Information for the school and appropriate authority)

 In foundation subjects, the school does not systematically check that pupils remember previous learning over time. This means that some pupils have some knowledge gaps in previously taught content. The school should ensure that it checks pupils’ learning over time, so that they know more and remember more in these subjects.  In a small number of areas, the school does not check the impact of some actions sharply enough. This means that they do not always know what is working well and what needs improvement. The school should ensure that they routinely evaluate the impact of these areas of their work to support driving forward with school improvement.

p.3

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 outstanding for its overall effectiveness. 14 and 15 January 2025

p.3

4

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.

p.4

4

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in May 2019.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 14 and 15 January 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 21 and 22 May 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school does not use any alternative provision.  The school provides on-site before- and after-school care.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector spoke with the headteacher, the deputy headteacher and other leaders in school. The inspector met with representatives of the governing body, including the chair of governors, and spoke on the telephone with a representative of the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their work, looked at samples of pupils’ work and listened to pupils read to a familiar adult. 14 and 15 January 2025

p.5

6

 To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector considered the responses to the staff survey and spoke to a range of staff about their views of the school.  The inspector took account of responses to the Ofsted Parent View questionnaire and the free-text responses. The inspector also considered the responses to the pupil survey.

p.6

Inspection team

Rachel Henrick, lead inspector His Majesty’s Inspector 14 and 15 January 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7