Clatford Church of England Primary School

Inspection of Clatford Church of England Primary School Village Street, Goodworth Clatford, Andover, Hampshire SP11 7RE

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Inspection dates: 25 and 26 February 2025

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since March 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 February 2025

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What is it like to attend this school?

The school fosters a warm and nurturing environment. It encourages pupils to ‘learn and grow together with love, respect, and courage’. Pupils feel happy and safe in school. They care for others. Year 6 pupils take pride in their roles as buddies to Reception children, supporting and guiding them. Pupils show resilience and courage in learning. They embrace mistakes as learning opportunities. Pupils love winning pebbles for showing the school’s values in action. The winning class gets the honour of parading the golden candlestick to assembly, which is a moment of pride and celebration.

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What is it like to attend this school?

Pupils are polite and very well mannered. In lessons, they are enthusiastic. Staff nurture this strong learning attitude from early years, setting children up well for future success. The school has high ambitions for all pupils. The above-national-average results at the end of key stage 2 reflect this.

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What is it like to attend this school?

Pupils value their leadership opportunities and take them seriously. The school council helped to establish the new school values, checking with all pupils in the school. ‘Singing ambassadors’ lead warm-ups before assemblies. Pupils actively contribute to school life, reinforcing the strong sense of community.

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

The school has created a broad and ambitious curriculum that is enriched with a variety of curriculum-linked trips. In most subjects, the school has chosen content carefully, ensuring that knowledge and skills are well sequenced. For example, pupils understand the elements of music, such as texture, timbre and dynamics, well. They use these with increasing sophistication to describe music as they progress through the school.

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

Teachers deliver the curriculum well. They present new content clearly. Pupils are motivated. They work hard, showing a strong desire to learn more. Teachers help pupils to make connections to prior learning. They design learning tasks well and identify pupils’ needs and barriers effectively. They adapt their teaching well so that pupils with special educational needs and/or disabilities learn the curriculum alongside their classmates successfully.

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

Pupils learn well, but they could learn even better in a few wider curriculum subjects. Sometimes, there is too much content in a subject and, as a result, pupils do not always learn deeply enough. Whereas the standards of pupils’ written work in English and mathematics are high, this is occasionally not the case in the wider curriculum. At times, teachers do not have the same high expectations. They do not challenge pupils when their handwriting, grammar and presentation slip.

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

The checks that teachers carry out on pupils’ learning are particularly effective. Teachers identify specific gaps and barriers in all subjects based on identified key knowledge. They address these gaps and barriers well. The school uses these checks to track the impact of the curriculum on what pupils know and remember effectively. 25 and 26 February 2025

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The school has made considerable improvements in the teaching of phonics. As a result, all pupils in Year 1 who sat the phonics screening check in 2024 achieved the expected standard. Pupils are set up well to be fluent and enthusiastic readers. They talk about their favourite books, poems and authors animatedly. Pupil book ambassadors love recommending reads to their class. Any pupils who find learning to read a bit harder get well-tailored and effective support.

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In the early years, children thrive in an environment that emphasises language development, strong relationships and high expectations. Staff encourage children to be independent. Purposeful activities help children practise skills and communication. For example, children performed their own puppet show using story language they have learned.

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Pupils’ personal development is a priority. The school provides many opportunities for pupils to develop talents and interests. For example, all Year 4 pupils learn to play the clarinet and the violin. Pupils love representing the school in a range of sports teams, including cross country and football. Pupils learn how to stay safe online. They understand the impact of their digital footprint. The school fosters pupils’ spirituality well. For example, pupils talk about their ‘window, mirror and door moments’ eloquently. They can explain how these moments help them explore their own spirituality and how this relates to their relationships with others.

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Governors are well informed about the school’s strengths and the progress the school has made against its improvement priorities. Recent training has supported them well to ask the right questions of leaders.

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The school has high attendance. Pupils are punctual because they know ‘every minute matters’. Even with high attendance, leaders do not rest on their laurels. The school monitors attendance rigorously. It provides effective support for families and pupils to reduce absences.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, expectations of pupils’ written responses are not as high in some foundation subjects as they are in core subjects. Pupils do not apply their knowledge of basic skills, formation of letters and presentation consistently well. The school should ensure clarity in expectation so that these expectations are implemented consistently well across the school.  At times, there is too much to cover in a few wider curriculum subjects. This means that pupils are not learning in enough depth in these subjects. The school should 25 and 26 February 2025

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review the content of the curriculum in these subjects to ensure that pupils achieve highly.

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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). 25 and 26 February 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 19 and 20 March 2014, under section 5 of the Education Act 2005

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Information about this school

 The headteacher took up his role in September 2021.  This Church of England school is part of the Diocese of Winchester. The last section 48 inspection, for schools of a religious character, took place in February 2019.  The school does not use any alternative provision currently.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 25 and 26 February 2025

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  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 met with the headteacher, senior staff and a representative from the local authority. The lead inspector met with three members of the governing body, including the chair of governors.  Inspectors carried out deep dives in these subjects: early reading, mathematics, music and physical education. For each deep dive, inspectors held discussions about the

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curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to some pupils reading to members of staff.  Inspectors also discussed the curriculum in other subjects.  Inspectors reviewed a wide range of documentation, including leaders’ self-evaluation of the school and the school development plan.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s staff survey.  Inspectors observed pupils’ behaviour throughout the inspection. They spoke to pupils about their views on behaviour in school. Inspectors considered how the school is supporting pupils’ personal development.

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Inspection team

Lea Hannam, lead inspector Ofsted Inspector

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Inspection team

Gemma Piper Ofsted Inspector 25 and 26 February 2025

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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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