Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted OFSTED USE ONLY

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Jayne McLaren Headteacher The Clere School Earlstone Common Burghclere Newbury Berkshire RG20 9HP

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Serious weaknesses monitoring inspection of The Clere School

This letter sets out the findings from the monitoring inspection that took place on 30 September 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the first monitoring inspection since the school was judged to have serious weaknesses following the graded (section 5) inspection that took place in January 2025.

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Serious weaknesses monitoring inspection of The Clere School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Serious weaknesses monitoring inspection of The Clere School

During the inspection, Robert Grice, His Majesty’s Inspector (HMI), Paul Grundy, His Majesty’s Inspector (HMI), and I discussed with you and other senior leaders, staff, governors and the local authority the actions that have been taken to improve the school since the most recent graded inspection. We also visited lessons, looked at pupils’ work, held meetings with pupils and staff, visited breaktimes, and scrutinised records of governor meetings. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as having serious weaknesses.

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OFFICIAL-SENSITIVE

Since the previous inspection in January 2025, a new headteacher, head of school and special educational needs and/or disabilities coordinator (SENDCo) have joined the school. In addition, several new members of staff have been appointed to teaching roles and as heads of department. This has strengthened the capacity in the leadership team. Staff now have clear roles and responsibilities. Processes and systems have been carefully redesigned to ensure that they are fit for purpose and that staff understand how to use them. Leaders have improved how the school evaluates the areas that need to improve, with more rigorous use of information to identify issues and trends.

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OFFICIAL-SENSITIVE

You have put in place new structures and expectations for teaching the curriculum known as ‘The Clere Way’. These are designed to support staff to raise pupil achievement. Although some staff use the agreed structures, this is inconsistent. Staff do not routinely check pupils’ understanding effectively and then address gaps in knowledge. The school is in the process of developing leaders at all levels to provide leadership, training and feedback in each subject.

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OFFICIAL-SENSITIVE

The school has also raised the profile of disadvantaged pupils, including those with special educational needs and/or disabilities (SEND). Staff typically know who these pupils are. However, too often pupils do not receive the support that they need when they need it. This is a priority for the school as the school’s SENDCo continues to develop strategies to support pupils and then share these with staff through training. The strategy to support pupils from disadvantaged backgrounds is also being developed but is in its infancy. The school needs to ensure that staff know and use effective methods to support pupils to overcome any barriers to learning.

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OFFICIAL-SENSITIVE

Since the last inspection, the school has reset behaviour expectations of pupils. There has been a notable improvement in behaviour around the school site and in lessons. Pupils understand the expectations and appreciate the clarity with which staff typically communicate these. Suspensions have decreased recently. The school has ensured that spaces such as ‘the focus room’ support pupils to manage behaviour so that they rejoin lessons as soon as they are ready.

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OFFICIAL-SENSITIVE

You and your staff are addressing pupils’ concerns about bullying through assemblies, ‘well-being’ lessons and pastoral intervention for specific pupils. Pupils appreciate that there is an enhanced focus to prevent bullying. However, many pupils continue to lack confidence that reports of bullying or discriminatory language will be addressed effectively. This means that, although pupils know how to report incidents, they sometimes decide not to do so. Therefore, some poor behaviour is not addressed as swiftly as it should be.

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OFFICIAL-SENSITIVE

The school has put in place a rigorous process for tracking and improving attendance. Early indications suggest that pupils’ attendance is gradually improving overall. The school continues to focus on engaging families and pupils and building a sense of belonging at the school. You and your team have introduced some new approaches to address low attendance, which are showing positive signs of impact. The proportion of pupils who are

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OFFICIAL-SENSITIVE

persistently or severely absent is falling. Pupils are developing an understanding of the importance of attendance through assemblies, tutor times and pastoral support. There is still more to do, however, to ensure that pupils attend well and that the initial improvements continue.

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OFFICIAL-SENSITIVE

Governors and the local authority have a realistic and accurate understanding of the school’s effectiveness. The local authority provides support to ensure that the school improves the quality of education and support for pupils with SEND. The governing body has recently grown, adding capacity to the team. There are appropriate plans in place to ensure that new governors fulfil their roles with the rigour required to hold school leaders to account. New procedures have been introduced to help governors concentrate on the school’s key areas for improvement during their visits. Governors are trained to know how to rigorously challenge and support the school.

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OFFICIAL-SENSITIVE

There are appropriate processes to hold leaders to account for the necessary improvements. Training for teachers is focused on the right priorities. You and other leaders recognise that this training now needs to have more impact so that the new systems and processes are followed consistently. Most staff are proud to work at the school. They feel that the school is heading in the right direction. They are invested in improving the school and appreciate the support they receive to develop in their roles.

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OFFICIAL-SENSITIVE

The arrangements for safeguarding continue to be effective. The school has addressed the minor weaknesses identified at the previous inspection. Records are maintained accurately and in accordance with the school’s safeguarding procedures.

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OFFICIAL-SENSITIVE

I am copying this letter to the chair of the board of governors, the Department for Education’s regional director and the director of children’s services for Hampshire. This letter will be published on the Ofsted reports website.

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