Cliffe Voluntary Controlled Primary School

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About Cliffe Voluntary Controlled Primary School

Name Cliffe Voluntary Controlled Primary School
Ofsted Inspections
Headteacher Mr Adam Blackwood
Address Main Street, Cliffe, Selby, YO8 6NN
Phone Number 01757638426
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 90
Local Authority North Yorkshire
Highlights from Latest Inspection


Cliffe Voluntary Controlled Primary School continues to be a good school.

What is it like to attend this school?

Pupils have a spring in their step. During morning break, they all ran, along with a few teachers, their daily mile.

After four laps of the field, they were pleased with their efforts and had rosy cheeks to show for it. The whole school community is proud of the successful fundraising through a sponsored run during the pandemic.

Pupils say behaviour is good.

Adults swiftly deal with any minor disputes fairly. Pupils are unaware of any bullying. They talk thoughtfully about racism, sexism, toxic relationships and gender stereotypes.

Pupils said ...their self-portraits showed they are 'all different, unique and special'. Younger pupils' hall display shows they should not let 'little worries turn into worry monsters'. Pupils know how to stay safe.

In Year 6, a display of 'helping hands' reminds them of the five trusted adults who they can turn to if worried or upset.

All adults have high expectations of pupils in school. Pupils in turn set targets for themselves.

They aspire to be respectful, ready to learn and independent. The school's good reputation in the community is burgeoning. Parents' feedback during the inspection was uniformly positive.

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

The headteacher brings a sense of calm and reassurance to the school. He has led the school very effectively through the pandemic. Staff speak openly of the support and trust they have that allows them to be part of a strong school team.

Teachers have worked hard and successfully to identify emerging gaps in some pupils' basic skills of reading, writing and mathematics caused by COVID-19. The catch-up funding is being used effectively to help pupils consolidate their basic skills. Teachers are adept in assessing pupils' learning to make sure what is taught next is what pupils need.

The leader of English is providing staff and pupils with a wealth of reading experiences. Pupils are introduced to a wide range of genres and authors, including classical literature. The teaching of phonics is well established and effective.

Children in the early years know the teaching routines like 'my turn then your turn'. Pupils are quickly learning to read and using their knowledge of letter sounds to spell words. Younger pupils at risk of not keeping up in reading are given extra help.

All pupils enjoy listening to a story at the end of the day. Reading areas in classrooms are well stocked and books displayed attractively, enticing pupils to read.

Planning in mathematics identifies the key knowledge that pupils should learn and how it builds on what they already know.

Leaders use assessment well as a check of pupils' achievement and to plan next steps. Teachers use practical resources and images to help pupils understand new mathematical concepts. Pupils in Reception get off to a good start in mathematics.

The learning environment encourages them to develop their concept of number and relationship within numbers. Skilled staff lead daily input sessions to deepen pupils' understanding. Pupils concentrate and try their best.

Positive attitudes and behaviour underpin their success.

Leaders do not plan and sequence all subjects as well as mathematics, design technology, and personal, social and health education. Key ideas in some subjects are vague and do not allow pupils to make connections in knowledge.

Some pupils struggle to remember what they have been taught. It is sometimes unclear what pupils need to know and be able to do at the end of a unit of work. The school is well placed to address this issue based on work already completed on other parts of the curriculum.

Teachers are skilled in quickly identifying any pupil who might be at risk of falling behind. Appropriate support is secured for pupils with special educational needs and/or disabilities (SEND), including partnership working with external agencies. Communication between school and home is strong.

The school is working hard to ensure all pupils work with stamina and resilience, including those with SEND. Small steps planned for these pupils are ambitious and realistic. They have full access to the school's curriculum.

The school has done all it can during the pandemic to retain the rich and diverse opportunities for pupils beyond the daily curriculum. Classes access a term of tuition on a musical instrument. Working with pupils, a visiting artist redesigned the school logo.

Pupils have enjoyed a residential visit, trips to the coast and outdoor learning activities during the pandemic. Plans are in place to continue and extend these opportunities with visits from artists and authors.


The arrangements for safeguarding are effective.

Keeping pupils safe is of paramount importance for the school. Staff are knowledgeable and well trained. Update training reminds staff how to identify a pupil at risk of harm.

Record-keeping is meticulous and detailed. Staff have a good understanding of potential local risks, such as radicalisation or sexual exploitation. The designated safeguarding lead is adept in securing help from external partners through swift referrals.

All staff are committed to developing pupils' all-round well-being. Pupils have a good knowledge of how to keep themselves safe through lessons on e-safety and stranger danger.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects in the curriculum are not as well planned and sequenced as other subjects.

Key themes that thread through subject content are unclear. Consequently, some pupils struggle to connect new learning to what they already know, and to remember knowledge in the long term. Leaders need to ensure that the quality of curriculum planning is equally strong in all areas.

Leaders have already taken action to plan next year's curriculum and train staff in how to deliver it. For this reason, the transition arrangement has been applied.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 12 and 13 October 2016.

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