Claregate Primary School

Claregate Primary School

Address: Chester Avenue, Tettenhall, Wolverhampton, West Midlands, WV6 9JU Unique reference number (URN): 104310

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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 Expected standard

Pupils’ attendance is broadly in line with what is typical nationally. Recent changes to the start of the school day have had a positive impact on attendance. Leaders rigorously check reasons for absence and act quickly to support families, which includes work with external agencies. The school identifies any patterns of absence closely and shares information with governors and parents. The rate at which pupils are persistently absent is reducing.

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Attendance and behaviour Expected standard

There have been some recent, positive changes to how behaviour is managed throughout the school. There is a calm, orderly and positive environment where pupils behave very well. Pupils show respect, work well together and enjoy lessons. They try hard and demonstrate positive attitudes to learning.

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Attendance and behaviour Expected standard

Leaders do not tolerate bullying or discrimination. Pupils use effective strategies to speak out against unkindness. When issues occur, staff act quickly and effectively. Pupils know how to stay safe when online and in the community. As a result, bullying is very rare. Staff help pupils manage their emotions, so they make positive choices.

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Attendance and behaviour Expected standard

Staff helped to shape the school’s new behaviour approach. They apply the policy consistently. They use clear rules, rewards and sanctions effectively. Leaders make carefully considered changes for pupils with special educational needs and/or disabilities so that everyone can succeed. Leaders deal promptly with any harassment or abuse. Such incidents are extremely rare.

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Inclusion Expected standard

Leaders make sure that pupils’ needs are identified quickly when they join the school. This includes pupils who are disadvantaged, have special educational needs and/or disabilities (SEND), or are known to children’s social care. Staff work closely with parents and outside agencies so that the right support is in place. These steps help to reduce barriers to learning and wellbeing, so pupils can take part fully in all aspects of school life.

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Inclusion Expected standard

Leaders regularly check that the support provided is working. They review pupils’ progress and make changes if needed. The school uses pupil premium funding wisely, and leaders check that it makes a positive difference to pupils. Leaders provide staff with regular training on how to identify pupils with SEND, meaning that everyone understands the systems and processes in place. Leaders work closely with key professionals to provide extra help to pupils known to social care. This support improves individual pupils' attendance, confidence and achievement.

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Inclusion Expected standard

The school welcomes pupils from all backgrounds, including those new to the country and those who speak English as an additional language. Leaders’ inclusive approach means that all pupils feel safe, valued and part of the school community. As a result, pupils settle quickly and feel a genuine sense of belonging.

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Leadership and governance Expected standard

New leaders have been quick to understand the school’s strengths and act on areas for development. Those responsible for governance fulfil their statutory duties effectively. Governors understand the school’s priorities and offer an appropriate level of support and challenge. The newly formed leadership team is tenacious in driving improvement.

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Leadership and governance Expected standard

Leaders always act in the best interests of pupils. They work hard to ensure that pupils who may face barriers to their learning or wellbeing participate in engaging and purposeful experiences. As a result, pupils feel a sense of belonging and are proud to represent their school.

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Leadership and governance Expected standard

Leaders have recently implemented a well-thought-out professional learning programme for staff. This is already starting to have a positive impact on school improvement. Staff and leaders collaborate frequently. For example, they work together to decide key policies and make improvements to the curriculum.

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Leadership and governance Expected standard

Staff appreciate leaders’ efforts to support workload and wellbeing. As a result, staff feel valued and are equipped to perform their role well. Parents are positive about the school and the support it provides to their children.

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Personal development and wellbeing Expected standard

Pupils follow a well-structured personal development programme that effectively promotes their spiritual, moral, social and cultural development. Through effective personal, social and health education and relationships education, pupils learn how to stay safe and healthy and to make positive choices. Pupils learn about respectful relationships, physical and emotional well-being, and online and offline risks.

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Personal development and wellbeing Expected standard

Pupils understand bullying, its different forms and what to do if it happens. Pupils are encouraged to reflect on their beliefs and experiences, respect others’ values and engage thoughtfully with ethical issues. They learn about fundamental British values, democracy and cultural diversity, which helps them to appreciate different ways of life.

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Personal development and wellbeing Expected standard

Leaders enrich pupils’ experiences through a wide range of clubs, which include football, gymnastics, choir and drawing. Pupils enjoy trips to places such as activity centres and a space museum. These opportunities challenge them to try new things and makes learning memorable. Special events, like culture days, celebrate diversity and heritage. Careers education raises pupils' aspirations, while leadership roles and creative opportunities help pupils to develop confidence and character. The school supports disadvantaged pupils and those with special educational needs and/or disabilities by making adaptations, where needed, so that all pupils benefit from all the school has to offer.

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Personal development and wellbeing Expected standard

Pupils develop resilience, social skills and respect for others. They leave school with the knowledge and confidence to contribute positively to their local community and wider society.

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Achievement Needs attention

Achievement for pupils with special educational needs and/or disabilities is variable. Some gaps in pupils' knowledge are not identified or addressed quickly enough. This means that some pupils do not achieve well from their starting points. In addition, some pupils are not confident in basic skills, such as handwriting, spelling and punctuation. For example, in key stage 1, early mathematics and writing skills, including correct pencil grip and posture, are not always secure.

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Achievement Needs attention

By the end of key stage 2, pupils achieve broadly in line with national standards in reading, writing and mathematics. Many pupils achieve well in the English grammar, punctuation and spelling test at the end of Year 6 and pupils in Year 4 achieve in line with the national average in the multiplication tables check.

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Curriculum and teaching Needs attention

Pupils enjoy learning to read. Phonics is taught regularly, but not always with the consistency needed to help pupils who fall behind to catch up quickly. Across the curriculum, teachers do not always check pupils' learning regularly to identify or close gaps. These gaps continue to develop over time, which means that some pupils do not secure the essential skills they need in reading, writing and mathematics. Sometimes the adaptions that are made to teaching to support pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care are not matched sharply enough to their needs. This impacts how successfully such pupils learn the curriculum.

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Curriculum and teaching Needs attention

Leaders have an accurate view of provision and appropriate plans are in place to make the improvements needed. The curriculum is broad and reflects the school’s priorities. Curriculum subjects are generally well sequenced, and most pupils gain the required knowledge and skills over time. Leaders provide training for teachers to strengthen subject- specific knowledge and are implementing key changes to improve how effectively the curriculum is taught. Leaders’ actions are beginning to improve this. However, the quality of teaching remains inconsistent.

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Early years Needs attention

The teaching of phonics starts straight away in Reception, but there is variability in its quality. Although most children reach the standards expected by the end of Reception, some children do not secure early reading skills quickly enough. The development of children's language is a priority and leaders model their expectations. However, leaders recognise that further training is needed to improve the quality of adult–child interactions, particularly for children who need extra help. The way in which teaching is adapted for the most vulnerable children is not matched closely enough to their specific needs. This slows some children's learning.

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Early years Needs attention

Children settle well into Nursery and Reception because staff and leaders work closely with parents and carers. This helps them to understand each child’s needs and any barriers to learning at an early stage. There is a focus in the early years on children's personal, social and emotional development so that they grow in confidence and independence. The curriculum sets out clearly what children should learn and contains stories, rhymes and songs that spark interest.

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

Pupils enjoy attending Claregate Primary School and are eager to learn. They are happy coming to school because it is welcoming and calm. Staff know pupils well and show genuine care. Pupils trust adults to listen and help, so worries are dealt with quickly. Warm, positive relationships with staff and peers help pupils to feel safe, included and valued in all aspects of school life.

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

Pupils behave well in lessons and around school. They are polite and courteous to one another and to visitors. Bullying is very rare. Pupils learn how to stay safe when online and in the community. They wear their uniform with pride and live out the school’s values through their highly positive actions towards each other. Pupils from all backgrounds, including those new to the country, settle quickly and feel welcome.

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

Pupils make steady progress through the curriculum. By the end of Year 6, pupils generally achieve in line with what is typical nationally, which prepares them well for the next stage of their education. However, some pupils do not master basic skills, such as handwriting and spelling. In the early years, pupils learn phonics from the start, but some pupils struggle to develop this knowledge as teaching is not matched well enough to their needs.

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

All pupils benefit from a wide range of experiences beyond the classroom. They take part in clubs, trips and 'culture days' that celebrate diversity and heritage. They learn about British values and cultural diversity and are well prepared for life in modern Britain. These opportunities help pupils to develop confidence, resilience and pride in their achievements.

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Next steps

Leaders should support staff to strengthen the quality of interactions between adults and children in the early years. The school should sharpen teachers' use of assessment to ensure that teaching is pitched at the right level so that all pupils make the best possible progress. Leaders should ensure that all pupils acquire the basic knowledge and skills they need to succeed across the curriculum, particularly in writing. Leaders should continue to support staff to strengthen their knowledge of how best to meet pupils' needs, so that barriers to learning are reduced.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Rachel Henrick, His Majesty's Inspector Martin Pye, Ofsted Inspector Mark Cadwallader, Ofsted Inspector

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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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About this inspection

The chair of the board of governors in this school is Ms Stephanie Sherwood.

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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 updated 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 the headteacher, deputy headteacher, inclusion leader, interim special educational needs and disabilities coordinator, governors (including the chair of the governing body), school improvement adviser, virtual school, staff, parents and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school runs a nursery for 3- and 4-year-olds.

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About this inspection

The school has undergone a significant change since the last inspection: a new headteacher was appointed in September 2025.

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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.

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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) 58% 61% Close to average

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average

2022/23 (final) 60% 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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average

2022/23 (final) 74% 73% 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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average

2024/25 (revised) 79% 72% Close to average

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 74% 71% Close to average

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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) 77% 74% Close to average

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average

2023/24 (final) 78% 73% Close to average

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average

2022/23 (final) 79% 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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average

2024/25 (revised) 48% 47% Close to average

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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 50% 44% Close to average

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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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average

2024/25 (revised) 67% 63% Close to average

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average

2023/24 (final) 56% 62% Close to average

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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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average

2024/25 (revised) 67% 59% Close to average

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average

2022/23 (final) 70% 58% Close to average

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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

2024/25 (revised) 67% 61% Close to average

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average

2023/24 (final) 63% 59% Close to average

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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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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) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 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) 12.8% 13.3% Close to average

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national average

2023/24 (3 term) 14.0% 14.6% Close to average

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national average

2022/23 (3 term) 12.8% 16.2% 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. 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

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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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