Clements Primary Academy

Clements Primary Academy

Address: Greenfields Way, Haverhill, Suffolk, CB9 8NJ Unique reference number (URN): 144276

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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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Inclusion Strong standard

Leaders have a clear overview of pupils with special educational needs and/or disabilities and those who are disadvantaged. They have ensured that staff identify pupils’ barriers to learning accurately and consistently.

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Inclusion Strong standard

Leaders work closely with external professionals and families. This work helps teachers to provide adaptations that help pupils to access their learning successfully. For example, ‘now and next’ boards, sensory tools and pre-teaching are used effectively to support pupils. When pupils have gaps in their learning, leaders put targeted interventions in place. These include support in mathematics, writing and phonics. Leaders monitor the impact of this support carefully. This ensures that gaps in pupils’ knowledge typically close over time.

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Inclusion Strong standard

Leaders provide training so staff have the knowledge they need to support pupils’ varying needs. For example, leaders have placed a focus on developing pupils’ oracy skills and enhancing high-quality interactions. This expertise is particularly evident in the school’s 2 special educational needs units, which are a strength of the school. Pupils who attend the provisions benefit from the tailored approaches of skilful staff. This approach enables pupils to progress well from their starting points.

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Inclusion Strong standard

Leaders generally use the funding the school receives for disadvantaged pupils effectively. Pupils benefit from further academic and pastoral support. In addition, leaders have focused on broadening disadvantaged pupils’ opportunities beyond the curriculum.

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Achievement Expected standard

Pupils typically develop the knowledge and core skills they need for the next stage of learning. Pupils with special educational needs and/or disabilities and those who are disadvantaged mostly achieve well from their starting points.

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Achievement Expected standard

Although published outcomes in some subjects are lower than the national average, these do not fully reflect pupils’ progression through the curriculum from their starting points. Most pupils achieve well in reading, writing and mathematics by the time they leave school.

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Achievement Expected standard

Leaders also ensure that pupils develop personal qualities and skills, such as independence and resilience. They recognise that these qualities sit alongside academic achievement. Older pupils understand that these skills will help them be ‘the best they can be’ now and in the future. As a result, pupils are typically well prepared for secondary school and beyond.

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Attendance and behaviour Expected standard

Leaders prioritise attendance. For example, they monitor pupils' attendance regularly and check for concerning patterns. Leaders work with families and provide support when required. Pupils are typically punctual. Leaders ensure that the start of the school day helps pupils to settle calmly before their learning begins. Leaders recognise that attendance must be everyone’s responsibility so that pupils' attendance continues to improve.

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Attendance and behaviour Expected standard

Behaviour across the school is typically constructive. Pupils, including the youngest children, understand the school's key values to be ready, respectful and safe. Classrooms are calm and purposeful. Pupils’ attitudes to learning are usually purposeful. Occasionally, some pupils become distracted and lose focus. Staff have established caring relationships with pupils. These make a positive difference for most pupils. For example, pupils speak confidently about staff helping them when they have a worry or concern. Bullying incidents are rare because pupils understand what bullying is and leaders respond promptly to any concerns. Staff provide adaptations when pupils need additional support to behave well. This contributes to a respectful and safe school culture.

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Curriculum and teaching Expected standard

Leaders accurately understand the quality of the curriculum and teaching. They check teaching regularly and use these findings to guide staff training and support. This helps teachers build the subject knowledge they need to deliver the curriculum well.

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Curriculum and teaching Expected standard

The curriculum is broad and balanced. Leaders have ensured that learning is ambitious for all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. The curriculum is sequenced appropriately across all subjects. This enables pupils to build on their previous learning over time.

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Curriculum and teaching Expected standard

Leaders ensure that teachers teach pupils the core knowledge they need. For example, in phonics, teachers follow a structured phonics programme. If a pupil has gaps in their learning, staff provide extra support. This targeted support helps pupils to catch up. Teachers recognise the importance of developing pupils’ language and oracy skills. Leaders have identified essential vocabulary that pupils need to learn, and teachers build this into lessons. This enables pupils to deepen their understanding over time.

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Curriculum and teaching Expected standard

However, teachers do not always adapt learning activities with enough precision to meet pupils' needs. This results in some pupils losing focus and not achieving as well as they could. Leaders are providing training and guidance, but this is not consistently embedded across all classes.

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Early years Expected standard

The early years curriculum is ambitious and inclusive. Leaders have designed it so that children build knowledge and skills in all areas. As a result, children make positive progress from their starting points.

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Early years Expected standard

Leaders have focused on developing children’s communication skills. This is because many children face speech and language barriers. For example, to encourage high-quality interactions, all children now share snack time together. This gives adults regular opportunities to model language and support children’s conversation skills. Reading is prioritised from the start of Reception, helping children to develop the early reading knowledge they need to become confident readers. The learning environment across the early years provision enables children to develop independence. Activities are considered carefully. For instance, teachers have focused recently on developing children's gross motor skills during outdoor play. Crates and equipment have been introduced to help children, including those in the youngest class, practise climbing and jumping.

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Early years Expected standard

Staff identify barriers to learning for children with special educational needs and/or disabilities quickly. Support is put in place without delay. Leaders monitor the impact of this support closely.

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Early years Expected standard

Positive relationships are established well between staff and children. Staff know each child as an individual. Children’s behaviour is very respectful. Staff work closely with parents and carers, sharing information about children’s successes. Children are typically ready for Year 1.

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Leadership and governance Expected standard

Leaders act with professionalism. They set high expectations for staff to follow. Staff respond well to this. Staff are fully aligned with leaders’ vision that all pupils can achieve well. They also recognise that consistent systems and routines benefit all pupils.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s context, strengths and areas for improvement. They act in the best interests of all pupils, including those who face barriers to their learning and/or wellbeing. Their decisions show a commitment to enhancing equity and promoting positive wellbeing.

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Leadership and governance Expected standard

Leaders also ensure staff have access to regular, high-quality training. Leaders support early career teachers effectively, providing mentoring and training throughout the year. As a result, they are developing the skills and knowledge that they need.

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Leadership and governance Expected standard

Trustees understand their statutory duties and responsibilities fully. They have the required knowledge and experience. Alongside trust staff, they review a range of school data and hold leaders to account. For example, they review aspects such as pupil outcomes, safeguarding, finance and attendance. Trustees also promote equality and ensure that policies support the trust’s vision for inclusion.

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Leadership and governance Expected standard

The trust provides challenge and support that focus on the school’s priorities. School leaders and the trust oversee staff wellbeing and workload sensitively.

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Personal development and wellbeing Expected standard

The school’s personal development programme has been adapted to meet the needs of all pupils. Pupils with special educational needs and/or disabilities and those who are disadvantaged access learning well. Typically, they achieve well over time.

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Personal development and wellbeing Expected standard

Pupils learn about their rights and the rights of others. This helps them understand their responsibilities and the importance of having a voice. For example, they recognise that some people do not have their rights upheld. This awareness helps deepen pupils’ moral understanding. Through the school’s relationships, health and sex education programme, pupils learn how to build positive relationships and manage their feelings. They understand how to keep themselves physically and mentally healthy.

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Personal development and wellbeing Expected standard

Pupils understand that families can differ. They explain that families may follow different religions, speak different languages or have different interests. They also recognise that family income, rules and home life can vary. Older pupils explain that everyone’s individual DNA makes each person unique.

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Personal development and wellbeing Expected standard

Pupils know how to stay safe online. They say that they should tell an adult if someone is unkind to them. Pupils are also aware that they should not share personal information and that they should limit their screen time. In addition, pupils can explain how to stay safe outside school. They talk about keeping in contact with parents, crossing roads safely, avoiding unsafe areas and using lights or reflective clothing when cycling.

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Personal development and wellbeing Expected standard

Leaders recognise that some pupils are not always able to access wider opportunities. Therefore, leaders have created ‘Things to do before leaving Clements Primary Academy’. Wider opportunities include visiting the seaside in early years, learning simple first aid in key stage 1 and cooking a meal in key stage 2. The school's wider opportunities help pupils to broaden their experiences, so they are better prepared for secondary school and beyond.

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

Pupils are proud to attend Clements Primary Academy. The school sits in the heart of its community, where pupils feel well supported. They said, 'The lovely adults look after us every day.'

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

Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, typically achieve well from their starting points. This is because staff skilfully provide adaptations that help reduce any barriers to pupils’ learning. Pupils also receive extra support when required, which helps address gaps in their learning. They, including those who attend the special educational needs unit, feel included in daily school life. Pupils are developing their empathy skills. For example, they understand that some pupils may require extra support during the school day.

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

Pupils follow a curriculum that is ambitious and well sequenced. Staff use assessment strategies to check what pupils know and remember. Pupils enjoy learning both inside and outside the classroom. For example, the school’s pond, designed by the pupils, provides opportunities for them to learn about plants and life cycles.

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

Morning routines are well established. Pupils organise themselves and settle down to purposeful tasks. Staff use these activities to focus on developing pupils’ core skills. For example, ‘Wellbeing Wednesday’ provides opportunities for all pupils to reflect on their emotions. Residentials and trips broaden pupils’ school experiences. Leaders feel this is important due to the rural location of the town. Behaviour is positive in lessons and during social times. Bullying is rare and dealt with quickly. As a result, pupils feel safe in school. Pupils learn about the importance of being a rights respecting school. They can talk about protected characteristics and human rights. Pupils generally understand fundamental British values. Their attendance in the main school is generally close to the national average. By the end of their time in primary school, pupils are typically prepared appropriately for the next stage in their learning journey.

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Next steps

Leaders should ensure that teachers adapt tasks and activities more precisely, so that learning is consistently well matched to pupils’ needs and all pupils remain engaged and achieve as well as they should. Leaders should ensure staff make attendance everybody’s responsibility, so the whole- school pupil attendance improves.

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About this inspection

This school is part of Unity Schools Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Domonic Norrish, and overseen by a board of trustees, chaired by Christine Quinn.

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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, pupils and parents. They also spoke with representatives of the trust, including the CEO and trustees, during the inspection.

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About this inspection

The school uses no alternative provision.

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About this inspection

The school provides an 18-place provision for cognition and learning. They also provide an 8-place provision for social, emotional and mental health.

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Team inspectors:

Ania Vaughan, Ofsted Inspector Charlie Fordham, His Majesty's 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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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 57% 62% Close to average

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average

2022/23 (final) 64% 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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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) 67% 72% 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

2022/23 (final) 69% 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

2023/24 (final) 37% 46% Close to average

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average

2022/23 (final) 43% 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

2022/23 (final) 64% 60% 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

2023/24 (final) 47% 58% Close to average

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national average

2022/23 (final) 64% 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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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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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.

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Urgent improvement

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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