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Respect, high aspirations, kindness, perseverance and inclusiveness are values that are deeply embedded at Cleves School. There is a culture of high expectation and very well-planned learning for all pupils, including for those with special educational needs and/or disabilities (SEND).
Pupils love this school and the opportunities that it provides for them.
They ooze positivity when asked about their experiences and the impact made on their learning. One pupil said to the lead inspector: 'We are educated well here.' Another said: 'I really like it here.'
Others who spoke to inspectors described how inclusive the school is and talked about everyone being trea...ted equally.
Respectful behaviour is modelled by leaders and staff at every moment of the school day. Pupils treat each other, staff and visitors with the utmost respect.
They look after each other. While pupils sometimes fall out, they say that peer mediators and staff are always there to help them resolve issues quickly.
An extensive range of clubs, trips, activities and experiences ensure that pupils thrive here.
Music, art and sports all have a high profile in the school. Pupils are actively involved in leading clubs and organising events. Pupil leadership is at the very heart of the school.
What does the school do well and what does it need to do better?
The headteacher and deputy headteacher set the tone of high aspiration and ambition at Cleves School. Together with trustees, they have worked hard to ensure that the vision for pupils to leave school inspired and equipped to face the challenges of a changing world is brought to life.
Leaders have crafted an ambitious curriculum that is made up of a broad range of subjects.
They have given very careful thought to what it is that they want pupils to learn in each of the subjects. They have developed a logical sequence to how pupils learn the key concepts, knowledge and skills. This helps to ensure that what pupils learn progressively builds from Year 3 through to Year 6.
Teachers are highly knowledgeable about what they teach. They plan lessons carefully so that pupils have an opportunity to recall what they have learned previously. This means that important learning is lodged in pupils' long-term memories.
As a result, pupils tackle new, more complex learning confidently. Teaching captures pupils' attention. Lessons are full of thought-provoking discussion and opportunities for individual, pair and group activities that encourage pupils to think deeply.
Staff regularly check pupils' learning and use this information to adapt teaching so that it meets the needs of individual pupils. This includes pupils with SEND who receive subtle yet highly effective support so that they make similar progress to other pupils.
Reading is top priority and leaders have developed a well-thought-out strategy that provides regular opportunities for pupils to practise.
Pupils enjoy visits to the welcoming library which has a wide range of books. Those pupils who need a bit more help with reading receive additional sessions that are lively and helpful. Some pupils also benefit from reading to Paddy, the school dog.
Excellent staff-pupil relationships help to make lessons a positive, calm and purposeful learning environment. Pupils are considerate and polite to each other. They make friends and are always happy to help others.
They enjoy spending time together at break and lunchtimes, playing table tennis, chess, running about or talking to each other. A simple, effective behaviour system means that pupils know what adults expect of them. As a result, they are highly motivated to behave well and they do so consistently.
There is a strong focus on pupils' personal development. The school's facilities provide rich experiences. Pupils learn about many important topics and issues as they move through the school.
This helps them to develop an understanding of themselves, their local community and the world in which they live. The importance leaders place on developing pupils as well-rounded citizens means that they think about others before themselves. They are keen to think about the difference they can make.
The arrangements for safeguarding are effective.
There is a culture of vigilance that permeates the school. Staff undergo regular training, which helps to ensure that they are knowledgeable about how to keep pupils safe.
They know pupils and their families very well and this means that they are alert to anything that may suggest a pupil could be in harm's way. Staff know what to do if they need to pass on a concern about a pupil. The designated safeguarding lead closely monitors all concerns recorded and works well with other partners to ensure timely support for those who need it.
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