Cleves Primary School

Cleves Primary School

Address: Arragon Road, East Ham, London, E6 1QP Unique reference number (URN): 143882

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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 Exceptional

Outcomes at the end of Year 6 are consistently above national test results in reading, writing and mathematics. Disadvantaged pupils outperform non-disadvantaged pupils nationally. Leaders and teachers pinpoint pupils’ starting points precisely and secure foundational skills in reading, writing and mathematics. Pupils gain knowledge rapidly. Pupils with special educational needs and/or disabilities (SEND), those facing complex barriers and disadvantaged pupils make transformational progress from their starting points.

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Achievement Exceptional

Pupils articulate learning with fluency. In science, they explain how prior learning underpins current work on forces. In music, they discuss keys, chords and hand positioning on stringed instruments. High standards of writing and pupils’ command of language are striking, and typical across classes. In their writing, pupils craft sentences with care and delight. Pupils, including those with SEND and those facing other barriers, are exceptionally well prepared for their next stage of learning.

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Curriculum and teaching Exceptional

Teachers have highly expert subject knowledge. The curriculum is delivered with clarity and precision. From the Nursery, there is a relentless focus on securing foundational skills in reading, writing and mathematics. As a result, pupils develop deep knowledge across the curriculum. Every refinement leaders make to the curriculum or teaching is based on an in- depth understanding of the needs of pupils and how they learn best, leading to exceptionally high outcomes. The curriculum is broad and ambitious, and it is deliberately designed around communication and language because leaders understand the school’s unique context. This ensures pupils, including those who are disadvantaged, have special educational needs and/or disabilities (SEND) or face significant barriers to learning, access subjects with high levels of success.

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Curriculum and teaching Exceptional

Teachers anticipate any errors or misconceptions that pupils may have and make adaptations to their approaches so that errors do not persist. Assessment is purposeful and shapes next steps in learning. Pupils with SEND revisit, practise and apply new knowledge and skills through structured learning sequences linked explicitly to prior learning.

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Curriculum and teaching Exceptional

Teachers know pupils exceptionally well and adapt explanations, questioning and tasks so that all pupils keep up. Pupils are fully prepared for the next stage of their education.

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Early years Exceptional

Children in the early years get off to a flying start. Leaders have designed the curriculum with precision, and teaching is first-rate. Each learning experience builds foundational knowledge, giving children opportunities to practise new concepts. Children write at length and apply phonics accurately because they have been taught the essential skills of reading and writing from the Nursery. Letter formation is impressive. Staff intervene quickly when children need help to form letters or numbers correctly, rapidly securing strong foundations for later learning. The teaching of reading is superb. Children delight in sounding out words such as 'fairly', 'equally' and 'half' during mathematics. They relish reading because they know the sounds letters make. Staff provide swift, targeted support whenever children need help to catch up.

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Early years Exceptional

Staff expertly introduce new vocabulary with precision. Nursery children, including those new to English or children with special educational needs and/or disabilities, confidently use words such as ‘grow’, ‘sunshine’ and ‘soil’ when describing what plants need. Similarly, in Reception, children use subject-specific vocabulary accurately and in full sentences when describing insects. Children recall stories in detail, beaming with pride as they act out key phrases for their classmates.

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Early years Exceptional

Strong partnerships with parents support excellence. As a result, children are fully prepared for learning in Year 1.

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Inclusion Exceptional

Pupils receive highly responsive support that has a transformational impact on their academic and personal development. Some pupils face multiple and complex barriers, yet these present no limits to what they achieve. Expertly crafted approaches, bespoke curriculum adaptations and targeted interventions reduce barriers. In the resource provision, pupils with complex communication needs are supported to communicate in ways that enable them to express their ideas and participate fully in learning.

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Inclusion Exceptional

Staff are highly skilled because leaders deliver sharply focused training supported by specialists, including occupational therapists and physiotherapists, who work alongside staff to refine approaches. Pupils receive expert personalised support at the right time because leaders identify needs early and monitor approaches with rigour.

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Inclusion Exceptional

Staff’s expertise ensures that pupils with special educational needs and/or disabilities, and those who face significant barriers to learning, access the full curriculum and fully participate in wider opportunities, including educational and residential visits, because skilful adaptations enable them to thrive.

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Inclusion Exceptional

The pupil premium strategy is executed with precision so that disadvantaged pupils receive the right academic and pastoral support to secure strong foundational skills and achieve highly. Every member of staff knows their part in delivering this work, ensuring it has impact.

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Leadership and governance Exceptional

Leaders have an acutely accurate understanding of the strengths of the school and the challenges and complexities of the community. Leaders at every level share an uncompromising ambition for all pupils, including those who are disadvantaged, have special educational needs and/or disabilities (SEND) or face significant barriers to learning. Their unwavering vision and deep insight into the school and its community underpin informed, context-driven decisions that secure strong foundations and prioritise communication and language. Consequently, pupils make remarkable progress from their starting points and achieve extremely well. Parents are very positive about the school. They recognise that the provision and support their children receive, including in the resource and pathways provision, transforms their confidence, happiness and readiness to learn.

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Leadership and governance Exceptional

Professional learning is strategic, responsive and impactful. Coaching, mentoring, team teaching and carefully sequenced training result in consistently expert practice. Staff feel valued and well supported. They praise leaders’ actions to manage their workload and wellbeing. Staff at all levels have a precise understanding of the school’s priorities and know exactly what steps they must take to meet the trust’s highly ambitious targets.

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Leadership and governance Exceptional

Trustees and the local governing body fulfil statutory duties with rigour. They have processes in place to assure themselves that leaders' evaluations and priorities are the right ones.

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Leadership and governance Exceptional

Leaders do not stand still. Their relentless drive to secure exceptional outcomes for every pupil leads to continual refinement of approaches that enhance teaching, strengthen inclusion and transform pupils’ life chances, particularly for those pupils with SEND or others who face significant barriers.

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Personal development and wellbeing Exceptional

Pupils’ personal development is exceptional. From the earliest years, pupils learn to collaborate, show kindness and demonstrate respect for one another. For example, Year 1 pupils explain articulately why girls and boys should be treated equally.

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Personal development and wellbeing Exceptional

Leaders’ strategic focus on communication and language is transformational. Debate and discussion are woven progressively through the curriculum, giving pupils the vocabulary, confidence and cultural knowledge to engage with complex ideas. Weekly tasks on global issues help pupils develop informed views. They explain, for instance, the causes and impact of sea pollution and speak with conviction about their responsibilities as active citizens. Pupils celebrate cultures that may be different from their own. They recall meaningful quotations from different religious traditions and describe how these messages can guide the choices people make to make the world a better place.

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Personal development and wellbeing Exceptional

The personal, social and health education curriculum provides rich opportunities that build character and raise ambition. Residential visits offer memorable experiences, such as watching animals being born on a working farm to picking apples from an orchard. Partnerships with financial institutions introduce pupils to a range of careers. Difference is celebrated. Pupils understand protected characteristics and speak in detail and maturity about identity, positive relationships and consent. They are taught how to stay safe online and question the reliability of online information. Expert adaptations ensure pupils across the school develop the language and emotional understanding needed to self-regulate and sustain positive relationships.

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Personal development and wellbeing Exceptional

There are a wide range of clubs on offer. For example, chess club strengthens pupils’ patience, strategic thinking and ability to think ahead. Expertly delivered adaptations, such as social stories and rehearsed routines, help pupils approach new environments confidently so pupils with special educational needs and/or disabilities, those facing complex barriers and disadvantaged pupils access all the school has to offer.

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Strong standard

Pupils are confident, compassionate and socially aware, showing the values needed to contribute to life in modern Britain.

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Attendance and behaviour Strong standard

Attendance is prioritised from the moment children start in Nursery. Leaders have robust processes to monitor attendance and work closely with families to identify barriers and put tailored support in place quickly. Staff greet pupils at the gate each morning, offering reassurance to those who need it. Targeted breakfast club places ensure pupils begin the day ready to learn. Leaders work effectively with external professionals, including health teams, to support families where complex circumstances affect regular attendance.

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Attendance and behaviour Strong standard

Although published information shows that attendance rates are below national averages, it does not reflect the full impact of leaders’ work. Some pupils face circumstances and complex challenges that impact regular attendance. Despite these challenges, attendance is improving over time. Leaders challenge extended term-time leave so parents understand the academic, social and emotional impact of missed learning.

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Attendance and behaviour Strong standard

Pupils value good attendance and respond positively to incentives such as extra playtime and whole-school celebrations.

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Attendance and behaviour Strong standard

Behaviour across the school is excellent. Pupils have highly positive attitudes to learning and work extremely hard because expectations are clear and applied consistently. This creates a calm, focused learning environment where lessons are rarely interrupted. Bullying is rare as pupils understand its impact. Staff respond immediately if any discriminatory incidents occur.

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

As soon as pupils join Cleves Primary School, they are nurtured and challenged to reach remarkable heights. Pupils excel at every stage of their learning journey, including those who are disadvantaged, have special educational needs and/or disabilities or face significant barriers to learning. By the end of Year 6, outcomes in reading, writing and mathematics are exceptionally high, with disadvantaged pupils achieving significantly higher than non-disadvantaged pupils nationally. Whatever their starting points, pupils make rapid progress through the curriculum.

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

Pupils experience a curriculum taught with precision where communication, language and vocabulary are prioritised. Pupils speak and write with confidence and sophistication. In the early years, every moment is used to strengthen early language, and in the resource provision pupils learn to communicate with clarity and purpose. Pupils enjoy learning, take pride in their achievements and understand that education opens doors to their future. Staff expertly match learning experiences to pupils’ needs because staff know every pupil exceptionally well. The curriculum and teaching approaches are continually refined, with expertise to remove barriers to learning and support pupils’ wellbeing.

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

Leaders and staff embed high expectations and routines from the moment children start school. The youngest pupils show impressive levels of independence, which grows year-on- year. Pupils maintain focus, and staff ensure no learning is interrupted and no time is lost. Relationships between staff and pupils underpin the success of the school. Staff notice the smallest changes in pupils’ mood or expression and act quickly to support them. Pupils feel safe, trust adults and know that bullying, though it hardly happens, will be dealt with swiftly.

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

Pupil leadership responsibilities, enrichment projects and wider experiences ensure every child is included and contributes to the school’s harmonious ethos. Pupils articulate fairness, equality and respect with maturity beyond their years. They are extremely well prepared for life in modern Britain.

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Next steps

Leaders, trustees and governors should continue the school’s effective work to secure and promote high attendance, intervening swiftly with parents and carers where children’s attendance needs to improve, so that persistent absence reduces.

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About this inspection

This school is part of The Boleyn 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), Tom Canning, and overseen by a board of trustees, chaired by Nina Panayis.

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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 the headteacher and other members of the leadership team, as well as the CEO, the deputy CEO and members of the trust board and local governing body. They also spoke with the school's improvement partner, members of staff, parents, carers and pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up post in September 2023.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

The school has a resource-based unit, for pupils with profound and multiple learning difficulties, and multi-sensory impairment. The school has a pathway provision for pupils with

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Team inspectors:

David Bryant, Ofsted Inspector Karen Wyatt, Ofsted Inspector Hayley McClenaghan, 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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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. autistic spectrum disorder.

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What does this mean?

Headteacher: Liza Christofides National average: 300

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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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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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. 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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