Clifton Green Primary School

Clifton Green Primary School

Address: Kingsway North, Clifton, York, North Yorkshire, YO30 6JA Unique reference number (URN): 121283

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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 Needs attention

Published outcomes for pupils at the end of key stage 2, show some signs of improvement over time. Although pupils are not achieving in line with their peers nationally, in curriculum subjects such as mathematics the impact of improvement work is starting to be seen. This is reflected in pupil’s work in mathematics. A focus on developing important foundational knowledge, including arithmetic, is having a positive impact on what pupils can remember and do.

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Achievement Needs attention

Despite these improvements, achievement remains inconsistent across curriculum subjects. Leaders have prioritised sessions where they revisit learning points, but many pupils still struggle to retain and recall important learning over time. Pupils only have a superficial understanding in some foundation curriculum subjects, such as history. While they can recall isolated facts, but they do not make sufficient connections between new learning and how this builds on prior knowledge. Their broader understanding is often underdeveloped. They have limited ability to explain concepts in depth or apply subject-specific vocabulary.

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Achievement Needs attention

Pupil with special educational needs and/or disabilities, as well as those in receipt of pupil premium funding, make some progress through the curriculum from their starting points. However, this is not sufficient enough for them to be as prepared as they could be for their next steps in education.

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Attendance and behaviour Needs attention

Leaders recognise pupils’ poor attendance as a significant barrier to their achievement. They have prioritised strengthening systems for the monitoring and checking of attendance. This is at an early stage. A whole school approach includes the involvement of teaching staff who proactively build positive relationships with parents and carers. This helps them to understand any barriers that pupils may face in attending school regularly. Increasing numbers of parents and carers are working positively with the school. Despite attendance levels remaining low, focussed interventions are improving the attendance for some pupils.

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Attendance and behaviour Needs attention

The school has revised its approach to supporting pupils’ behaviour. It places its ‘five virtues’ at the centre of its culture and expectations for behaviour. However, this approach is not implemented consistently across school. Routines and expectations set by staff are not consistent. Pupils’ engagement in learning varies. At times they can become distracted and disengaged. At unstructured times, such as playtimes and lunchtimes, behaviour is more positive as pupils play outside together. They report no concerns around bullying or discrimination. Where a rise in physical incidents has occurred, staff do not tolerate this and issues are generally addressed swiftly. Typically, pupils who need additional guidance to manage their behaviour receive timely support. However, where pupils’ wider learning needs are not successfully met, there remains some disruptive behaviour in lessons.

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Curriculum and teaching Needs attention

Leaders have a secure understanding of strengths and weaknesses in curriculum and teaching. They have identified appropriate priorities for improvement. These include the strengthening of pupil’s basic skills and development of the wider curriculum. Leaders access external support and provide additional training for staff. However, this work is at an early stage. There remains variability in the quality of the teaching, within and across curriculum subjects. Staff do not consistently respond quickly enough to pupils’ errors or misconceptions. Gaps in learning persist so sometimes the knowledge that pupils are learning is not secure. Pupils with special educational needs and or disabilities do not receive learning tasks which are suitably adapted to meet their needs.

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Curriculum and teaching Needs attention

Improvements made in the teaching of writing are starting to show some positive signs of impact. A more structured writing curriculum with a stronger emphasis on basic skills has raised expectations of what pupils can do. Pupils have responded well. In mathematics, pupils practise arithmetic daily and their learning shows a deepening of their knowledge in this area. Across wider curriculum subjects, curriculum leaders have clearly identified the crucial knowledge that they want pupils to learn. However, much of the school's improvement work remains at an early stage.

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Early years Needs attention

Recent changes to the staffing in the early years have led to some turbulence in the quality of education that the children receive. The provision lacks structure and routine. While all statutory wellbeing requirements are met, learning activities do not consistently maintain children's engagement. This sometimes results in children showing frustration, some surface-level learning and a lack of focused teaching opportunities. Staff interactions are frequently functional, focusing on supervision rather than extending learning and development. Leaders are aware of this. They have identified the right priorities for improvement.

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Early years Needs attention

An early years curriculum is in place with clear knowledge and skills identified for Nursery and Reception, with a focus on language development. Children’s starting points for language are swiftly established with follow up work for the whole class as well as interventions for individuals. While staff model vocabulary appropriately during whole-class sessions, children are often given insufficient opportunities to practise and apply this newly acquired language. Children, including those with special educational needs and/or disabilities, are not as prepared as they should be for Year 1. Leaders recognise this. They have carefully reviewed what children need to address their gaps in learning as they move into key stage 1.

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Early years Needs attention

The school recognises the importance of working in partnership with parents and carers. They have established positive relationships with parents, providing regular updates on children’s learning.

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Inclusion Needs attention

Recent improvements in identifying and assessing pupils’ needs are having a positive impact. Barriers to learning are identified and the school is improving the timeliness in which support is put in place. The short-term goals set for pupils are suitable, regularly reviewed and adapted where necessary. However, this work is at an early stage. There remains too much variability in how effectively pupils are supported in the classroom. Unmet needs are at times contributing to behavioural difficulties faced by many pupils. The support for pupils with special educational needs and/or disabilities (SEND), as well as those with other barriers to their learning, remains inconsistent across school.

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Inclusion Needs attention

Recent staff training has focussed on engaging pupils who have barriers to their learning. Advice from external agencies is starting to be enacted. Support for pupils in receipt of pupil premium funding is aligned with the school's vision and priorities. Leaders recognise the need to identify gaps in pupil’s learning for them to be successful and achieve well. However, leaders, including those responsible for governance, are at the early stage of checking how well this is working for pupils. They do not evaluate the impact of their work on pupil outcomes or achievements.

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Inclusion Needs attention

The school’s use of alternative provision is appropriate.

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Leadership and governance Needs attention

A new leadership team is in place. Leaders have accurately identified the school's important priorities and taken decisive action to address any historical weaknesses. Improvement work has focused on strengthening the quality of teaching and learning, attendance, behaviour and inclusion. Leaders have actively sought external support. They demonstrate a willingness to engage with improvement partners. Decisions are taken in the best interests of the pupils who attend. However, much of this work remains at an early stage. There has been insufficient time to evaluate the impact of leaders' actions on pupils’ achievement. Leaders acknowledge that their own systems for evaluating improvement are still developing. Leaders' oversight across some areas of the school’s work remains inconsistent.

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Leadership and governance Needs attention

Staff appreciate professional development opportunities and understand the rationale behind school improvement work. While they remain committed to the pupils who attend, the number of changes has increased staff workload. They express concerns around their wellbeing, given the pace of change, staffing turnover and the scale of improvement required. Leaders have started to respond to this. However, there is further work to do to ensure a better balance is established to sustain the improvements needed.

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Leadership and governance Needs attention

Governors have a comprehensive oversight of the culture of safeguarding at the school, as well as some of their wider statutory responsibilities. They support new leaders to secure the school’s financial situation. Governors demonstrate a less rigorous approach in their challenge around teaching, curriculum and pupil achievement. Governors acknowledge this and are taking steps to strengthen how they check the work of the school and measure the impact of leaders' actions.

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Personal development and wellbeing Needs attention

The school has recently introduced a revised personal, social and health education (PSHE) curriculum, alongside its offer for relationships and sex education. The curriculum is designed to include statutory content and to meet the needs of pupils who attend. Staff training has supported teachers growing understanding of how to deliver this well. However, the teaching of PSHE remains inconsistent and systems to monitor the delivery and impact of this curriculum are not in place. Pupils are starting to demonstrate their knowledge of how to keep themselves safe when they are online and within the community. For example, pupils learn about water and railway safety. In contrast, pupils' understanding of the fundamental British values, protected characteristics and different faiths lack depth. While pupils demonstrate positive attitudes towards equality and diversity, their knowledge of wider cultural and religious matters remains limited.

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Personal development and wellbeing Needs attention

Leaders know the pupils well. This allows them to provide a pastoral offer that meets the needs of individuals and their wider families. Pupils receive timely, well considered wellbeing support. This creates a culture where pupils generally feel safe. Although at times behaviour incidents can cause concern to some, pupils identify a trusted adult in school who they know they can talk to.

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Personal development and wellbeing Needs attention

Pupils engage well with leadership opportunities and the wide range of clubs on offer. These experiences are open to all. Those pupils who represent the school council have a real commitment to their school. They speak passionately of their wish for the school to improve, particularly around behaviour. Pupils are polite, respectful and they engage well with visitors.

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Personal development and wellbeing Needs attention

The school provides an ‘Experience It’ curriculum to give pupils an understanding of the world outside of school, while developing a wider set of life skills. Opportunities for camping locally helps younger pupils gain a sense of independence. Residential visits further afield, as pupils get older, builds on these skills. Pupils develop confidence and self-esteem. They speak joyfully about this part of the wider curriculum offer.

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

Pupils who attend Clifton Green Primary School are known well as individuals by staff. They are greeted warmly each morning and settle quickly in their classrooms. This includes children in the early years. Parents and carers are typically positive about the school. They generally value the communication and pastoral support that they receive.

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

Pupils talk about enjoying their learning, however too often a notable minority of pupils become distracted and can disrupt others. Staff's expectations for pupils' behaviour in lessons are not consistent. At times, the learning tasks provided are not precisely matched to pupil’s needs. This can quickly lead to disengagement from learning. This includes pupils with special educational needs and/or disabilities.

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

At breaktimes the behaviour of pupils is more aligned to the school’s expectations. Pupils enjoy their social times together. From the Reception Year children start to develop positive relationships with each other. Although some pupils remain concerned about the behaviour of others, they feel safe in school. They know they can go to any member of staff with any worries or concerns. Pupils say that bullying is rare.

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

The attainment of pupils in recent years has not been in line with national averages. Many pupils do not attend regularly enough to benefit from the education on offer. While there are some signs of initial improvement to outcomes in some curriculum subjects, pupils are not prepared well enough for their next steps in education. Leaders have established the right priorities regarding curriculum and teaching, as well as improving attendance. However, they are not far enough along in their improvement journey to demonstrate sustained impact on the outcomes for pupils across the school.

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

Wider experiences contribute positively to pupils' sense of belonging and broader understanding of the world. They speak with excitement about the rich range of opportunities available to them. This includes performing in plays at the theatre and attending residential visits to London.

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Next steps

Leaders should build on their recent work to swiftly identify the barriers to learning for pupils with special educational needs and/or disabilities, as well as those in receipt of pupil premium funding. They should ensure consistent approaches used across school fully engage these pupils in the curriculum as well as wider opportunities. Leaders should ensure that the curriculum, including that for PSHE, is taught consistently well across school, so that pupils build their knowledge securely, achieve well and are better prepared for their next steps in education. Leaders should support staff to effectively adapt learning opportunities so that the needs of all learners are met, including those with special educational needs and or disabilities. Leaders should establish clear and consistent routines and expectations for behaviour across school, ensuring staff receive the support that they need to manage behaviour in

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Next steps

line with these expectations. Leaders should increase their efforts to improve pupils' attendance across all pupil groups, including those who are disadvantaged. Leaders should ensure that the curriculum in the early years is well taught, including through the use of high-quality interactions, to provide children with an education that is suitable for their age and stage of development. Leaders should ensure staff wellbeing and workload is fully considered when prioritising actions for improvement. Those with strategic oversight of the school, including governors, should ensure they have an accurate view of the standard of education, so that they can provide effective challenge to leaders at all levels.

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About this inspection

The co-chairs of the board of governors in this school are Kathleen Wood and Jeremy Pilling

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Team inspectors:

Eleanor Belfield, His Majesty's Inspector John Linkins, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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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. Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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What does this mean?

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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What does this mean?

Inspectors spoke with the headteacher and deputy headteacher as well as members of the wider staff team during the inspection. The lead inspector met with representatives from the local authority and the governing body, including the co-chairs of governors.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The headteacher took up his substantive position in January 2026.

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What does this mean?

The school currently makes use of 2 unregistered alternative provisions.

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What does this mean?

Headteacher: Paul Prest National average: 272

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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 6 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 needs support at the school. National average: 15%

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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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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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average

2024/25 (final) 73% 74% Close to average

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Disadvantaged pupils' performance

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 59% 63% 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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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 (final) 53% 61% 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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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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