Clent Parochial Primary School

Clent Parochial Primary School

Address: Clent Parochial Primary School, Bromsgrove Road, Clent, West Midlands, DY9 9QP Unique reference number (URN): 116796

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders' sustained and well-established work to promote a strong sense of belonging ensures that pupils want to be in school every day. Skilful and well-considered adaptations are implemented consistently to help pupils to settle, particularly those who face barriers to attendance. For example, pupils benefit from calm spaces and support at the start of the school day. This helps pupils to experience confidence as they embark on their day. Attendance is strong for all groups, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders analyse attendance information closely and use this understanding to anticipate emerging concerns. They act swiftly when patterns change, working closely with families to secure sustained improvement. Staff maintain high expectations and communicate these clearly so that attending well remains a shared responsibility across the school community.

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Attendance and behaviour Strong standard

Pupils feel safe and are confident that staff respond immediately to any concerns. Incidents of unkind behaviour or bullying are extremely rare because staff apply expectations with confidence and consistency. Relationships between pupils and staff are warm and respectful. Pupils behave consistently well across the school. They follow routines confidently, showing respect for adults and peers alike. Pupils demonstrate the school's values in their day-to-day conduct. Classrooms are calm and purposeful, and learning is rarely disrupted. Pupils have highly positive attitudes to their learning.

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Early years Strong standard

Children in the early years benefit from a thoughtfully constructed and coherently ordered curriculum. It reflects the needs of the community and leaders' clear vision for high-quality early education. Leaders have a deep understanding of early childhood development, which informs the ambitious knowledge and skills children are expected to learn. The learning environment, indoors and outdoors, is purposeful, well organised and designed to promote curiosity, independence and sustained play.

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Early years Strong standard

Interactions between staff and children are consistently of a high quality. Adults extend children's language skilfully, introducing and revisiting vocabulary so that children learn to explain their thinking and engage confidently in meaningful conversations. Phonics is taught with fidelity from the start. The books provided to support this teaching match children's reading stages precisely. Early mathematics is introduced systematically, with well-planned opportunities for children to practise number, pattern and mathematical language throughout the day in relevant, real-life contexts.

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Early years Strong standard

Support for children with additional needs is highly effective. Staff know each child well and make thoughtful, responsive adaptations so that children participate positively and build strong foundations for future learning. Leaders ensure that transitions into Year 1 are carefully planned. Staff from the Reception Year share detailed information about each child's development so that learning continues seamlessly. Leaders ensure that parents and carers have the information they need about their children's progress and experiences.

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Expected standard

Children make significant progress from their starting points and are well prepared for the next stage of their education.

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Personal development and wellbeing Strong standard

Leaders have established a rich, coherent personal development programme that reflects the school's context and is embedded consistently across the curriculum and wider school life. This programme supports pupils to become confident, thoughtful and responsible individuals. Pupils articulate the school's values with maturity and explain clearly how these guide their actions and relationships. Through the taught curriculum, pupils learn about right and wrong, respect for others and how to manage their feelings and friendships.

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Personal development and wellbeing Strong standard

Pupils' spiritual, moral, social and cultural development is promoted strongly. They encounter a wide range of experiences and perspectives through literature, religious education and visits. This includes trips to places of worship and sites of historical significance, which broaden their understanding of life beyond the village. Pupils speak confidently about concepts such as democracy, the rule of law and equality. They confidently draw on their learning through the personal, social and health education curriculum and their classroom discussions.

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Personal development and wellbeing Strong standard

Enrichment is a notable strength. All pupils, including those who are disadvantaged, access a wide range of opportunities, such as being part of police cadets, choir with the parish church, sports clubs, visitors and residential trips. These opportunities help pupils to develop their character and interests. Pupils contribute meaningfully to the local community through environmental projects, charity work and involvement with the community shop and café.

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Personal development and wellbeing Strong standard

The school equips pupils with the knowledge they need to stay safe and healthy. Content on online safety, relationships, consent, physical health and mental wellbeing is taught in a carefully ordered and age ‑ appropriate way. Leaders ensure provision is adapted sensitively so that all pupils, including those with additional needs, can engage successfully. Support for pupils' emotional wellbeing is noteworthy. Staff know pupils well, identify concerns quickly and provide timely, targeted help. Pupils feel cared for, valued and well prepared for the next stage of their education and for life in modern Britain.

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Achievement Expected standard

Most pupils make secure progress from their starting points across the curriculum. Reading is a clear strength. Pupils develop the foundational knowledge they need through effective phonics teaching, which is reflected in positive phonics outcomes and pupils' growing confidence as fluent, enthusiastic readers. In mathematics, leaders' recent focus on strengthening pupils' reasoning and problem-solving skills is beginning to improve learning, although this work is not embedded enough to increase the proportion of pupils reaching the higher standard. Improvements and further developments in writing are at an earlier stage. It is too soon to determine their full impact on pupils' outcomes. Across the wider curriculum, pupils generally learn the intended content but do not always develop secure conceptual understanding over time. This limits how confidently they connect ideas across units of work. Even so, pupils, including disadvantaged pupils and

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Achievement Expected standard

those with special educational needs and/or disabilities, achieve well overall and are suitably prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum's strengths and the areas that require further refinement. They have taken appropriate action to develop teaching pedagogy in core subjects. For example, collaboration with a 'maths hub' has developed a consistent lesson structure across the school. This work is improving pupils' fluency, although opportunities for reasoning and problem-solving are not consistently embedded across year groups. Some pupils do not always benefit from consistent opportunities to deepen their knowledge or apply their skills. Similarly, improvements in the teaching of writing are at an earlier stage.

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Curriculum and teaching Expected standard

Staff know pupils well and typically make reasonable adjustments so that those with additional needs can access the curriculum. Early reading and phonics are taught with fidelity. Well-trained staff provide targeted support to help children decode confidently and develop this essential knowledge. Teaching in the early years is well considered, with adults extending children's vocabulary and designing environments that promote purposeful play. The curriculum beyond the early years is suitably designed and ordered. Teachers generally present new content clearly. Assessment is typically used well. However, progression in key concepts, particularly in subjects such as history and geography, is not always used as effectively as it could be to reinforce links between units of work. At times, tasks focus too heavily on recalling facts rather than checking pupils' conceptual understanding. As a result, some pupils find it harder to connect new learning with what they already know.

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Inclusion Expected standard

Leaders ensure that pupils' additional needs are identified promptly. Staff understand pupils' barriers well and make use of their professional understanding to effectively implement support and review the impact for pupils regularly. Regular training in areas such as autism, trauma ‑ informed practice and social, emotional and mental health strengthens staff's expertise. Leaders work closely with parents, carers and a wide range of external agencies to secure timely support, including through the local authority, health professionals and specialist providers.

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Inclusion Expected standard

Most pupils with special educational needs and/or disabilities access the same curriculum as their peers through well-planned adaptations, practical scaffolds and skilled adult support. Interventions are structured and regularly reviewed, with leaders monitoring their impact and adjusting provision where needed. Leaders are keen advocates for pupils. They intervene quickly when external support does not progress as expected. While most provision is effective, leaders recognise the need to continue to refine the use of some adaptations so that support for pupils is equally consistent across all subjects.

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Inclusion Expected standard

Disadvantaged pupils are well supported. Leaders have a clear understanding of their needs and use funding strategically to reduce barriers, ensuring that pupils belong fully to school life, for example through access to enrichment activities. The attendance of vulnerable pupils is high and reflects the positive relationships and effective support that help pupils feel included and able to succeed.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and the areas where further development is needed. Since joining the school, new leadership has refined priorities with a clear and appropriate focus on deepening pupils' knowledge, strengthening the curriculum and improving the consistency of teaching. Leaders' actions are well considered and are beginning to have a positive impact. However, some improvements, such as embedding mathematical reasoning, further improving writing and strengthening conceptual progression in some subjects, are still at an early stage and require further development.

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Leadership and governance Expected standard

Those responsible for governance know the school well. They provide appropriate challenge and support, particularly in relation to safeguarding, financial oversight and strategic decision-making. Governors meet their statutory duties and engage closely with leaders to understand the school's work. They are committed to the school's role in the community and share leaders' high expectations for all pupils. While some curriculum developments are at varying stages of implementation, leaders demonstrate the capacity and ambition to continue improving provision across the school.

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Leadership and governance Expected standard

Leaders' inclusive ethos is evident in their advocacy for pupils who may experience barriers to their learning or wellbeing. They work proactively with families and external agencies to reduce barriers and ensure that pupils feel they belong. Leaders ensure staff have access to a broad and coherent programme of professional development, including specialist training and support for early career teachers. Staff speak positively about workload and wellbeing, describing a culture that is respectful, collaborative and focused on improvement.

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What it's like to be a pupil at this school

Pupils experience a warm, nurturing and inclusive environment where they are known as individuals. They feel a strong sense of belonging. Pupils arrive to a calm and well ‑ organised start to the day. They settle quickly to purposeful routines that help them to feel safe, confident and ready to learn. Pupils trust adults to support them when needed. Parents and carers overwhelmingly report that their children are happy, secure and well cared for.

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What it's like to be a pupil at this school

Behaviour across the school is consistently positive. Pupils follow routines well and speak proudly about the school's values, which shape how they treat one another. They know that adults resolve any friendship issues promptly and fairly. Bullying is exceptionally rare. Pupils behave respectfully throughout the day. Social times are harmonious. Pupils appreciate that the playground is a safe place where they look after one another and ensure that everyone feels included. Pupils relish the vast array of exciting and engaging opportunities and experiences that the school provides. A rich personal development programme broadens pupils' experiences and deepens their understanding of life in modern Britain. Activities such as eco council, residential visits, community events and inspirational visitors help pupils take an active role in their school, local village and wider world. Pupils are proud to represent their community

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What it's like to be a pupil at this school

and live out the school's vision as considerate, responsible young citizens.

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What it's like to be a pupil at this school

Children in the early years get off to a flying start. They are exceptionally well prepared for the demands of Year 1. Pupils attend regularly and demonstrate highly positive attitudes to learning. They engage confidently and work diligently. Pupils benefit from thoughtful and tailored support, especially those with special educational needs and/or disabilities, or those facing additional barriers to their learning or wellbeing. They feel fully part of school life and value the support that helps them to achieve. Pupils achieve well overall and leave the school well prepared for the next stage of their education.

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Next steps

• Leaders should further strengthen the consistency of adaptive practice for pupils with special educational needs and/or disabilities, disadvantaged pupils and those with other barriers to their learning and wellbeing. • Leaders should increase systematic opportunities to further deepen pupils' knowledge by ensuring that learning is based on checks on pupils' understanding and designed to ensure that appropriately matched tasks support pupils' thinking and knowledge of the curriculum, especially for higher attaining pupils. • Leaders should further refine the design of wider curriculum subjects to ensure that pupils are increasingly supported to develop subject-specific disciplinary knowledge so that they are able to make connections within and across subjects as they move through the curriculum. • The new leadership team should continue to monitor the impact of improvements to the curriculum and teaching to ensure that pupils secure deeper, connected learning that

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Next steps

enables them to further improve their achievement, especially in mathematics and writing for higher attaining pupils.

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About this inspection

The chair of the board of governors in this school is Lois Swift.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, including the headteacher and members of the senior leadership team. They also spoke with representatives of the local governing body, local authority and diocese during the inspection.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

This school has a Church of England voluntary-controlled religious character. Its most recent section 48 inspection was in June 2025.

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School capacity

The newly appointed headteacher started in their role at the school in January 2026.

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School capacity

The school also runs, under the same registration, an on-site nursery provision for children aged 2, 3 and 4.

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School capacity

The school currently uses no alternative provision.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 67% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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national average

2023/24 (final) 79% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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