Cleadon Church of England Academy

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About Cleadon Church of England Academy

Name Cleadon Church of England Academy
Ofsted Inspections
Principal Mr Gary Scott
Address Boldon Lane, Cleadon, Sunderland, SR6 7RP
Phone Number 01915367813
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 474
Local Authority South Tyneside
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this friendly school. They grow in confidence, value their learning and achieve well in most subjects. Pupils work hard in their lessons and enjoy the superb breaktime activities.

They are supportive and considerate of each other. Those who are new to the school receive a warm welcome and make friends.

The youngest children make a positive start to their education in the Nursery Year.

They are quick to learn routines. The excellent outdoor area helps them to develop independence and resilience. Older pupils are keen to take on responsibilities.

The 'eco army' and pupil leaders make a positive difference in school and in the area.

Leaders are determined that all pupils should thrive. Support for pupils with special educational needs and/or disabilities (SEND) is very effective.

These pupils play a full part in all aspects of school life and achieve strong outcomes.

Behaviour in lessons and outside the classroom is exemplary. Pupils strive to meet leaders' high expectations.

They feel safe at school. Pupils are very knowledgeable about risks to their safety when online. They know when and how to seek help if they feel worried or upset.

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

School leaders and academy councillors have a clear ambition for all pupils to be ready for the next stage of their learning. They have made effective use of the support offered by the trust and the diocese. This has improved the curriculum and the pastoral offer.

The school has several areas of exceptional strength. Staff are proud to work at the school. They feel well supported by leaders.

The school's curriculum is broad and taught in a logical sequence. Leaders encourage staff to seek best practice and training. Staff collaborate with other schools within the trust and further afield.

This is leading to improvements in the curriculum. Staff subject knowledge is very strong. Pupils have a thorough understanding of their learning in most subjects.

The quality of some areas of the curriculum, such as mathematics and music, is excellent. However, some foundation subjects need further development. In these subjects, activities in lessons do not always teach the key subject skills and knowledge that pupils need.

Provision for pupils with SEND is effective. Staff work closely with parents and external agencies to identify pupils' needs early on. They receive regular training to support pupils with SEND.

Pupils receive a range of help in lessons. This includes specialist equipment, reassurance, repetition and low stimulation environments. This support enables pupils with SEND to keep up with their peers.

Leaders expect that all pupils should be fluent readers by the end of Year 1. Pupils have regular opportunities to learn and practise sounds. Their reading books and their writing lessons match the sounds they learn.

All pupils enjoy a wide range of stories, songs and rhymes. Pupils who are at risk of falling behind receive extra phonics sessions to help them catch up. Almost all pupils achieve well in phonics and are fluent readers by the time they start Year 3.

Leaders have strengthened the mathematics curriculum. Pupils enjoy their mathematics lessons. They achieve well.

Teachers introduce new learning with precision. Pupils gain a thorough understanding of mathematical concepts. They have regular opportunities to apply their knowledge through solving problems.

The school's programme for the personal development of pupils is outstanding. Pupils learn about relationships and equalities. There is a strong culture of social responsibility.

Pupils organise litter picks in the community and support local charities. The school's provision reflects local needs, such as railway safety and cycling skills. Pupils learn about the world of work and the skills required for different careers.

The vast majority of pupils attend at least one of the many clubs on offer. The range of activities available to pupils at breaktimes is inspirational. Pupils value these opportunities.

They also appreciate the school's provision for their mental health, such as 'Wellbeing Wednesday' and the 'place 2 be' counselling.

The curriculum in the early years provides a strong start for key stage 1. Staff work in partnership with parents.

They are skilled at adapting provision to meet children's needs. Staff develop children's language and social awareness through regular conversations. Children show considerable cooperation and interest in their learning.

Well-planned activities and resources support this. Children's outcomes are high.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, activities in lessons do not always support pupils to learn the skills and knowledge that they need. This means that pupils do not achieve as well as they do in subjects such as music and mathematics. Leaders should review the teaching of these subjects so that pupils can build key subject knowledge over time.

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