Schools & FE · Report card

Clunbury CofE Primary School

Inspected 10 Feb 2026 · published 20 Apr 2026 · URN 123541

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Summary

No overall grade in this frameworkSafeguarding met

James Dean (lead), Johanne Clifton

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
10 Feb 2026
Inspectors verified
James Dean, Johanne Clifton
Postcode verified
SY7 0HE
Name on report verified
Clunbury CofE Primary School
Safeguarding verified
Met
URN verified
123541

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+79Very positivemore positive than 64% of reports of this type

In line with other reports of this type.

Praisepositivevery welleffectivelystrongextremelyambitiousthrivehigh expectations

Criticismgapsconcernsnot consistentlyfall behindnot stronglimitederrors

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1660w+80
Leadership253w+81
Safeguarding51w−11
What needs to improve52w+50

Strengths

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Concerns

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As a result, writing at the higher standard is not as strong as it could be as pupils do not consistently apply their writing skills and knowledge across the curriculum. p.3

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,016; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Clunbury CofE Primary School

Address: Clunbury, Craven Arms, Shropshire, SY7 0HE Unique reference number (URN): 123541

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Leaders maintain a strong focus on securing high attendance and ensuring pupils feel a genuine sense of belonging. Leaders monitor patterns meticulously and act swiftly to remove barriers because of well-established system. Staff have strong relationships with parent and carers and hold constructive conversations to promote positive routines and expectations of attendance. Pupils understand the importance of being in school every day and respond well to the encouragement and recognition that they receive. As a result, leaders have secured rapid improvement in the attendance of individuals and groups of pupils, including those who are disadvantaged or have special educational needs and/or disabilities.

p.2

Attendance and behaviour Strong standard

Leaders have established a culture where expectations of pupils' behaviour are very high. As a result, pupils benefit from a very calm and purposeful environment where pupils thrive and flourish. Staff model highly positive behaviour and relationships, helping pupils respond respectfully and regulate their emotions effectively. Routines are fully embedded from the early years. Younger pupils learn how to behave extremely well by following the example of older pupils, who are very positive role models. Pupils move around the school sensibly and settle into their learning quickly. Playtimes and lunchtimes are orderly and inclusive. Pupils treat each other with kindness and respect. Any form of discrimination, including bullying, is extremely rare.

p.2

Early years Strong standard

Children make a strong start in the early years. Staff establish clear routines and high expectations from the outset. Adults know the children exceptionally well, which allows them to tailor support with precision. Regular checks on learning help staff identify gaps quickly. They adapt activities so that all children, including those with special educational needs and/or disabilities, build knowledge securely across all areas of the early years curriculum.

p.2

Early years Strong standard

Language development sits at the heart of the provision. Staff use every opportunity to model ambitious vocabulary and encourage children to speak in full sentences. For example, in the nursery, children eagerly name the fruits in shopping baskets and eagerly describe these. Carefully chosen stories, rhymes and songs enrich children’s daily experiences. Early reading is prioritised with phonics taught consistently effectively and practised through meaningful play. Therefore, children have the skills to segment and blend words with confidence.

p.2

Early years Strong standard

Routines are well established and high expectations for behaviour are consistently modelled. Children in the early years happily learn and play alongside one another. As a result, they develop independence, resilience and a enthusiasm for learning. Very positive relationships with parents strengthen children’s learning. Staff share really useful guidance that helps families support learning at home. By the end of Reception, children are very well prepared for the demands of Year 1.

p.2

Inclusion Strong standard

Inclusion is at the heart of the school’s work. Staff warmly welcome pupils of all levels of need, including those with special educational needs and/or disabilities, into the Clunbury ‘family’. They have very ambitious expectations for every child to succeed.

p.3

Inclusion Strong standard

From the early years, staff quickly identify and assess pupils’ needs precisely. A well- planned programme of professional development ensures staff have the knowledge and expertise to support pupils extremely effectively. These highly trained staff gain a very accurate understanding of pupils' needs quickly. Leaders build trusting relationships with parents and carers so that everyone is aware of how to do their best for each pupil. Where appropriate, the school draws on links with specialist professionals. As a result, pupils' barriers to learning are reduced very effectively. This allows pupils to thrive and achieve.

p.3

Inclusion Strong standard

Leaders, including those responsible for governance, have robust processes in place to ensure that the pupil premium and other additional funding is carefully allocated and monitored to address disadvantage. For example, pupils have full access to after-school clubs, which develops their talents and interests. Leaders maintain a comprehensive overview of the achievement of disadvantaged pupils. As a result, achievement and attendance for this group of pupils are typically high.

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Achievement Expected standard

Pupils typically achieve well as they move through the school. They acquire secure knowledge in reading, writing and mathematics, enabling them to access learning confidently across subjects. Teachers check pupils’ understanding regularly and provide timely support that helps most pupils to keep up. Consequently, disadvantaged pupils and those with special educational needs and/or disabilities make steady progress from their varied starting points. Pupils' attainment in national assessments reflects this, with most pupils reaching the expected standard by the end of key stage 2.

p.3

Achievement Expected standard

Across subjects, pupils’ written work and discussions show that pupils revisit and build on previous learning. However, in some subjects opportunities for extended writing are limited. This restricts pupils’ ability to write at length and develop their skills further. As a result, writing at the higher standard is not as strong as it could be as pupils do not consistently apply their writing skills and knowledge across the curriculum.

p.3

Curriculum and teaching Expected standard

The school has developed a thoughtfully sequenced curriculum that reflects its context and the needs of its pupils. It provides pupils with a logically ordered pathway for what pupils should learn and when. This ensures that knowledge builds securely from the early years through to the end of key stage 2. Leaders provide appropriate ongoing professional development to all staff. Staff adapt teaching appropriately for pupils with special educational needs and/or disabilities so that they can develop their skills and knowledge. Teaching is typically effective.

p.3

Curriculum and teaching Expected standard

The early years curriculum provides children with the key information they need to be ready for Year 1. In early reading, staff use consistent approaches that help children learn letter– sound correspondences quickly. Those who fall behind receive timely support. Pupils also have regular opportunities to rehearse number facts and apply mathematical knowledge in practical contexts.

p.4

Curriculum and teaching Expected standard

Teachers typically check pupils’ understanding frequently and address gaps promptly. However, sometimes teaching does not help pupils enough with errors in their writing skills, such as handwriting. This hinders some pupils’ achievement and the presentation and quality of their work. Leaders are taking the right action to address this. This work is beginning to show signs of effective impact.

p.4

Leadership and governance Expected standard

School leaders and those responsible for governance form a cohesive team. They have a clear and confident understanding of their school’s context. Together, they accurately identify the key priorities for the school. Leaders act promptly and with a clear rationale. They review and evaluate their actions regularly to ensure these have the required impact. Leaders ensure that their decisions lead to improvements in pupils’ experiences at the school, particularly those who are vulnerable or who face additional challenges.

p.4

Leadership and governance Expected standard

Governors provide effective strategic oversight. They challenge leaders appropriately to ensure that they have identified the right priorities and that progress is made against these. Governors regularly check on the impact of leaders' work. As a result, they have a reliable understanding of how well pupils are kept safe and how effectively the curriculum is delivered. Governors and leaders are mindful of staff workload and wellbeing. They take sensible steps to ensure that new initiatives are introduced thoughtfully.

p.4

Leadership and governance Expected standard

Staff value the collaborative culture that leaders have nurtured. They appreciate the high quality professional learning programmes which build confidence and expertise. Across the school, staff feel trusted to refine their teaching and try new approaches that will help pupils achieve more securely. As a result, staff feel valued.

p.4

Leadership and governance Expected standard

Parents and carers are overwhelmingly positive about the school. They typically describe a community where communication is open and leaders are approachable. One parent summed up the views of many by stating that it is ‘a well-run school where the teachers and staff truly care about its pupils'.

p.4

Personal development and wellbeing Expected standard

The school’s personal, social and health education curriculum, relationships and sex education and health education programmes set out the essential knowledge and skills pupils need from Reception to Year 6. As a result, pupils grow into confident, considerate and informed young citizens. Staff weave this programme through everyday teaching and wider curriculum experiences so that pupils build a strong understanding of themselves and the world around them. From the early years onwards, pupils learn how to recognise their emotions, manage disagreements and show empathy towards others. They speak with maturity about the importance of kindness and fairness.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe both online and offline. They benefit from assemblies, class discussions and visitors to the school. As a result, pupils understand how to make sensible choices and seek help when needed. Pupils know the importance of maintaining good physical and mental health. They can explain strategies that support wellbeing, such as exercise and having a good network of friends to talk to. Leaders ensure that learning about healthy relationships is age-appropriate and accessible to all pupils, including those with special educational needs and/or disabilities.

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Personal development and wellbeing Expected standard

Leaders provide pupils with opportunities beyond the classroom to enrich pupils’ experience. Pupils take part in an extensive range of clubs that nurture emerging talents and interests, for example science club, multi-sports club and kit car club. Leaders track attendance carefully so that every pupil, including those who are disadvantaged, can participate fully. Well-planned educational visits add to pupils’ enjoyment of learning, for example trips to science museums, historical landmarks and theatres. As a result, pupils deepen their cultural understanding and curiosity.

p.5

Personal development and wellbeing Expected standard

Pupils take pride in contributing to their school community. Roles such as being a worship leader, playground leader and school counsellor help pupils understand responsibility and teamwork. Pupils recognise the impact these roles have on school life and beyond. They learn about other cultures and religions. Pupils benefit from meeting different faith leaders. Pupils typically have a secure understanding of fundamental British values. They gain the knowledge and skills they need for life in modern Britain.

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