Cliddesden Primary School

Cliddesden Primary School

Address: Cliddesden, Basingstoke, Hampshire, RG25 2QU Unique reference number (URN): 115877

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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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Achievement Expected standard

Pupils' achievement in reading and phonics is well established across the school. Pupils in Reception and key stage 1 decode fluently, apply phonics with accuracy and show growing comprehension skills. Disadvantaged pupils or those with special educational needs and/or disabilities read unfamiliar texts with confidence and curiosity.

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Achievement Expected standard

Leaders are ambitious for all pupils to achieve well. Outcomes in national tests are broadly in line with national averages. Leaders want to improve these further. For example, although writing outcomes are positive, leaders are acting quickly to strengthen handwriting. In mathematics, pupils typically achieve well. Staff are strengthening the way they teach arithmetic and mathematical fluency to enable pupils to achieve even better.

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Achievement Expected standard

Pupils tend to remember what they learn and can make links across the curriculum, for example when talking about the legacy the Romans left Britain. Pupils' books demonstrate their secure achievement in the breadth of their learning. They are well prepared for the next stages of their education.

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Curriculum and teaching Expected standard

The curriculum is broad and ambitious. It is generally taught well, and pupils are enthusiastic about their learning. Leaders are working to develop the curriculum further and know what needs to happen to ensure it is of consistently high quality.

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Curriculum and teaching Expected standard

Early reading and phonics are taught well. Staff have a clear understanding of the scheme used to ensure pupils make a positive start to learning to read. Overall, mathematics and writing skills are taught well. However, leaders recognise the need for some refinement to teaching strategies and the adaptions that are made to support learning so that some pupils make quicker progress.

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Curriculum and teaching Expected standard

Although teachers generally check for gaps in pupils' knowledge and understanding, sometimes they are not picked up on as quickly as they could be. This use of assessment is an area that leaders are looking to enhance further. Pupils value the feedback they receive from teachers in order to improve their work.

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Curriculum and teaching Expected standard

Teachers typically have secure subject knowledge and make effective use of resources to support learning. Teaching assistants support pupils effectively and contribute meaningfully to their progress. They identify gaps in pupils' understanding and adapt their support accordingly.

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Early years Expected standard

Leaders prioritise the early years foundation stage. They have a clear understanding of its strengths and areas for development. The curriculum is clearly designed and identifies the key knowledge that children need to secure. Leaders ensure the early years meets statutory requirements. Reception and Year 1 teachers work together to support the children's seamless transition into key stage 1. Most children are ready for the challenges of Year 1, but a small number are not and need further support.

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Early years Expected standard

Teaching is generally well matched to children's developmental needs. Activities are planned carefully and provide purposeful opportunities for children to extend their learning. Staff identify speech and language needs early so that children receive timely support to catch up. Children with gaps in their understanding benefit from high-quality interactions with adults who use skilful questioning and modelling. Children use subject-specific language that they have learned confidently in their play. Phonics is taught well. Children apply their knowledge when reading and writing. Leaders are refining approaches to early writing so that children develop stronger pencil control more quickly.

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Early years Expected standard

The environment is calm and purposeful. Routines are well established. The outdoor area is designed thoughtfully and supports pupils' sustained engagement and resilience. Children make independent choices and demonstrate growing independence. Staff ensure children feel safe, supported and happy. Parents and carers are highly positive about the support their children receive.

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Inclusion Expected standard

Leaders have well ‑ established systems for identifying and supporting pupils with special educational needs and/or disabilities (SEND). They know pupils well and use this understanding to ensure staff have a precise picture of each pupil's needs. Leaders act quickly when barriers to learning are identified. Interventions are reviewed regularly. Leaders work effectively with other professionals to secure the right support.

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Inclusion Expected standard

Staff include purposeful adaptations that help pupils access learning. For example, visual prompts, personalised seating and vocabulary prompts are used suitably. Staff typically shape teaching to meet pupils' needs. Teaching assistants contribute well. They step in at the right moment while also promoting pupils' independence. Regular training helps teachers make effective adaptations so that pupils with SEND learn well alongside their peers.

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Inclusion Expected standard

Interventions are monitored carefully. Overall, pupils with SEND progress through the curriculum well. Inclusion is considered carefully. Pupils with higher levels of need are supported with clear strategies that help them to participate fully in learning. Leaders use additional funding effectively and tailor the curriculum and wider offer to meet pupils' specific needs. This includes nurture support and emotional wellbeing programmes to help pupils with their worries. Arrangements for alternative provision are well managed.

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Leadership and governance Expected standard

New interim leaders have acted quickly to understand the school's context, strengths and areas for development. They work closely with the local authority and have an accurate view of the school's performance. Their self-evaluation is accurate. Priorities for improvement are clear and leaders are taking appropriate action at pace. When aspects of the school's work fall short of their expectations, they respond promptly and with purpose. Governors provide appropriate support and challenge. They check that resources are used effectively, maintain oversight of the school's strategic direction and fulfil their statutory duties. Leaders model high expectations and professionalism and this is reflected in the culture of the school. Staff share these expectations and place pupils at the centre of their decision ‑ making. Leaders act in the best interests of all pupils, especially those with special educational needs and/or disabilities and disadvantaged pupils. They work effectively with

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Leadership and governance Expected standard

external professionals to ensure pupils receive the right support.

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Leadership and governance Expected standard

Staff training and professional learning are planned and purposeful. Leaders have established a clear programme that draws on external expertise. Staff surveys, though mixed, recognise the positive impact of leaders' work in a short period. Leaders protect time for training and ensure that staff feel valued.

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Leadership and governance Expected standard

Leader carefully consider staff wellbeing. They monitor workload and take steps to ensure it remains manageable. Leaders and governors maintain constructive relationships with parents and the wider community. This helps to build trust and support pupils' sense of belonging. Parents are highly positive about the school.

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Personal development and wellbeing Expected standard

The school has a suitable curriculum in place for teaching personal, social and health education (PSHE). From the youngest children in Reception to the oldest pupils, knowledge is built progressively and is revisited over time. As a result, pupils can explain what they learn in PSHE. They ask thoughtful questions. Play-based activities in the early years support children's wider development effectively.

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Personal development and wellbeing Expected standard

Pupils talk with confidence about healthy lifestyles, road safety and mental health. They are adept at explaining about how to keep safe online and they know the dangers that exist. Pupils describe making sensible snack choices and recognise the importance of physical activity.

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Personal development and wellbeing Expected standard

Pupils develop confidence, positive relationships and a clear sense of belonging. They interact with peers and adults respectfully. Pupils new to the school say they feel welcomed and included. All pupils know their school values and how they link to British values, such as tolerance and respect. They demonstrate these around the school and celebrate them in assemblies. Kindness is always recognised and celebrated.

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Personal development and wellbeing Expected standard

Pupils speak maturely and confidently about programmes that help with their mental health and wellbeing. They describe how they share their feelings with trusted adults. Staff are attentive to pupils' wellbeing. Trained adults help pupils manage their emotions and ensure that routines remain calm, predictable and safe.

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Personal development and wellbeing Expected standard

Older pupils take part in transition activities. They say they feel that staff treat them with greater maturity as they prepare for secondary school. Leaders continue to refine the provision so that all pupils benefit from a curriculum that develops character, confidence and readiness for the next stage of education. Pupils participate in leadership roles, which leaders are in the process of revising. In addition, a range of clubs and trips enhance the provision for all pupils.

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Attendance and behaviour Needs attention

Some pupils do not attend school often enough. For many pupils, attendance is close to the national average, but there is variation for some key groups, such as those who are disadvantaged. The interim leaders are clear on the importance of positive attendance. They are taking action to address poor attendance, but improvement for some pupils is not quick enough.

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Attendance and behaviour Needs attention

Pupils' behaviour across the school is calm, orderly and positive. Morning routines are well established. Pupils enter sensibly, settle quickly and engage in purposeful activities. Classrooms are calm. Pupils conduct themselves well and show a clear desire to learn. They speak confidently about their work and enjoy sharing what they know.

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Attendance and behaviour Needs attention

Social times are well managed. Pupils report that staff deal with any concerns, including bullying, quickly and consistently. Pupils play cooperatively and are kind to their peers. Some pupils receive support to help them regulate their emotions when needed. Plans are in place for those who need additional support. Staff have high expectations and know pupils well. Suspensions are managed appropriately.

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

Pupils arrive each day with enthusiasm and a clear sense of belonging. They feel happy, safe and well cared for. Warm relationships between staff and pupils are evident across the school. Older pupils look out for younger ones. They help them to play together, reflecting the school's values of kindness, respect and harmony. Pupils say bullying is rare and they are confident that adults act quickly if they have concerns.

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

Positive attitudes to learning begin in the early years. Children learn to listen, take turns and show kindness to others. Pupils behave well in lessons and around school. Leaders know that attendance needs to improve for some pupils and are taking steps to ensure regular attendance becomes the norm. Pupils understand how to keep themselves safe, including online and in the wider world. They follow well ‑ established routines that help them feel secure and confident.

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

Pupils enjoy their learning. They focus well in lessons and explain their thinking with clarity. Staff work effectively to remove barriers so that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, can participate fully and make progress. Where gaps appear, leaders provide appropriate support. From the earliest stages of reading, pupils build secure foundations. They apply their phonics knowledge with increasing confidence.

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

Pupils benefit from a wide range of experiences that extend learning beyond the classroom. Clubs, sports and leadership roles help them develop teamwork, responsibility and new interests. Activities such as dance, art, music and residential visits broaden their horizons.

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Lead inspector:

Simon Woodbridge, His Majesty's Inspector

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Team inspector:

Charlotte Wilson, Ofsted Inspector Pupils are proud ambassadors for their school and enjoy celebrating their achievements. They love to share acts of kindness displayed by their friends in assemblies. Pupils help the school community through their daily actions. This helps them to be ready for their next steps in education and life in modern Britain.

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Next steps

• Leaders should ensure that teachers check pupils' understanding consistently across the curriculum and make timely, precise and effective adaptations to their teaching to address misconceptions, fill gaps in knowledge and support pupils to learn the curriculum deeply. • Leaders should ensure systems to monitor and improve attendance are robust and that they challenge and support effectively where attendance falls below the expected requirements.

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About this inspection

The chair of the board of governors in this school is David Turnbull.

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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

Inspection activities: Inspectors spoke with the headteacher, the special educational needs and disabilities coordinator, staff members, a local authority representative, governors and pupils during the inspection.

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About this inspection

Inspectors confirmed the following information about the school: The school use one unregistered alternative provision.

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About this inspection

The interim headteacher is Larissa James, who at the time of the inspection had been in post 2 weeks.

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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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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. National average: 26.3%

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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

2024/25 (revised) 69% 62% Close to average

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average

2023/24 (final) 60% 61% 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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average

2023/24 (final) 73% 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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average

2024/25 (revised) 75% 74% Close to average

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average

2022/23 (final) 75% 73% Close to average

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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

2022/23 (final) S 59% S ‘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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national average

2024/25 (2 term) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 10.3% 13.3% Close to average

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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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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