Clayton Brook Primary School

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About Clayton Brook Primary School

Name Clayton Brook Primary School
Ofsted Inspections
Headteacher Mr Paul Farina
Address Great Greens Lane, Bamber Bridge, Preston, PR5 8HL
Phone Number 01772313878
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 176
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe and happy at Clayton Brook Primary School. They said that staff encourage them to 'Dream, Believe, Achieve'. Staff readily welcome new pupils to the school.

Pupils, including children in the early years, settle well and make friends easily. Many parents and carers hold the school in high regard.

Leaders have ensured that there is a respectful school culture, where pupils care about each other.

Pupils said that staff listen to them. They explained that teachers respond quickly to any concerns or requests for help. When bullying happens, staff deal with it and effectively.

Leaders and staff have high expectations of pupils' behaviour. ...Most pupils behave well and, as a result, most lessons are calm and orderly. Pupils enjoy celebrating their positive behaviour and working towards their bronze, silver and gold behaviour awards.

Leaders expect pupils to achieve well. Pupils and children benefit from a well-thought-out curriculum. They are well prepared for the next stage of their education.

Pupils have many opportunities to develop their talents and interests through a wide variety of extra-curricular clubs such as cooking, dance, choir, rugby and athletics. Pupils with special educational needs and/or disabilities (SEND) enjoy all parts of school life fully. This includes taking part in a range of educational visits, for example to the Houses of Parliament.

What does the school do well and what does it need to do better?

Leaders have designed a suitably ambitious curriculum from the early years to Year 6. All pupils, including those with SEND, follow the same curriculum. The curriculum develops children's and pupils' knowledge in a logical way as they move from year to year.

Children in the early years build a firm foundation for future learning. They leave the Reception class fully prepared for the demands of key stage 1.

Teachers, including subject leaders, have strong knowledge of the subjects that they teach.

They are well trained to deliver the curriculum effectively. Teachers use their expertise to identify and address pupils' misconceptions quickly. This contributes to most pupils achieving well.

Leaders have established an effective way to teach early reading. They have ensured that all adults are trained well to deliver phonics sessions skilfully. Adults help children to build up their phonics knowledge in steady steps.

In most cases, teachers help those pupils who have fallen behind with their phonics knowledge to catch up quickly. However, some of the books do not match the sounds that children and pupils have learned. As a result, some children and pupils struggle to read accurately and with fluency.

Leaders have provided a wide range of reading materials that spark pupils' interests. Older pupils spoke enthusiastically about the books that they have read and about their favourite authors. Pupils read with pleasure and by the end of key stage 2, most become confident and successful readers.

Leaders' vision for a high-quality education is evident in all aspects of school life. Leaders and staff quickly identify pupils with SEND. Teachers provide appropriate support for these pupils.

Teachers successfully adapt the delivery of the curriculum so that pupils with SEND can learn well alongside their peers. Pupils with SEND spoke enthusiastically, and with pride, about their learning.

Pupils appreciate the leadership opportunities that staff give to them, including being members of the school council, sports council and pupil parliament.

Sports play leaders enjoy their role in leading games in the playground. These experiences develop pupils' confidence, resilience and social skills.

Leaders have established clear and efficient routines and most pupils respond to instructions quickly.

As a result, most pupils focus well on their learning. However, on occasion, a small number of pupils do not behave as well as they should. Leaders are supporting these pupils to improve their behaviour.

Leaders have put in place effective strategies which have improved pupils' rates of attendance. Leaders successfully support pupils who have emotional needs. This has resulted in these pupils having the confidence to attend school more regularly.

Staff feel valued. Leaders endeavour to ensure that staff's workload is manageable. They take into account staff's well-being.

Governors challenge leaders effectively, especially to improve reading.


The arrangements for safeguarding are effective.

Leaders ensure that all staff have regular and relevant safeguarding training.

All staff know how to spot the signs that a pupil may be at risk of harm. Staff record any concerns about a pupil's welfare diligently. Leaders work well with external agencies to ensure that pupils and their families get the timely support that they need.

Leaders have ensured that the curriculum teaches pupils how to keep themselves safe, including when using the internet. Leaders regularly update parents and pupils about safety. Pupils talk openly about recognising when things make them feel uncomfortable.

They said that adults are approachable. Pupils trust adults to help them with any problems that they have inside or outside school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some children and pupils find reading difficult.

This is because the books that some teachers give to children and pupils do not match the sounds that they have learned. As a result, some pupils do not read as well as they should. Leaders should ensure that pupils practise their reading using appropriate, well-matched books.

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