|Name||Clifton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 April 2013|
|Address||Clifton, Penrith, Cumbria, CA10 2EG|
|Religious Character||Does Not Apply|
|Number of Pupils||72 (54% boys 46% girls)|
|Number of Pupils per Teacher||35.5|
|Percentage Free School Meals||5.6%|
|Percentage English is Not First Language||1.4%|
Information about this school
Clifton Primary School is a smaller than average-sized primary school. The overwhelming majority of pupils are of White British heritage. The proportion of pupils known to be eligible for the pupil premium (additional funding allocated for pupils in the care of the local authority or known to be eligible for free school meals or whose family are in the armed forces) is below average. The proportion of pupils with special educational needs who are supported at school action is above average. The proportion of pupils with special educational needs who are supported at school action plus or with a statement of special educational needs is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. Numbers in each year group are small and so pupils are grouped into mixed-age classes. Reception children and pupils in Year 1 are taught in one class, Year 2 and Year 3 in a second and the third contains Years 4, 5 and 6. Since the previous inspection, there has been a significant change in the school’s leadership with the appointment of a new headteacher in 2011.
Summary of key findings for parents and pupils
This is a good school. The headteacher with the support of other staff has successfully brought about good improvement since the previous inspection. Effective strategies have raised the quality of teaching and pupils’ achievement. Pupils make good progress overall and some do much better than this in reading, ensuring it is a strength of the school. Disabled pupils and those with special educational needs make good progress due to effective teaching and the special arrangements the school makes for them. The quality of teaching is good and sometimes outstanding in its impact on pupils’ achievement over time. Teachers ensure lessons run smoothly and this enables pupils to learn well. The curriculum provides many interesting activities that have a positive impact on the pupils’ spiritual, moral, social and cultural development which is excellent. Pupils’ behaviour is outstanding. They are unfailingly courteous and considerate of others. They settle quickly to their work and are eager to show what they have learnt. Older pupils help support younger ones in the playground and during lunch times. Pupils say they feel safe in school and know that adults can always be relied upon for support. The governing body contributes well to the management of the school. Its members are well informed about the quality of teaching and hold the headteacher to account for his actions. It is not yet an outstanding school because : Teaching is not yet consistently outstanding in its impact on pupils’ overall achievement and especially in mathematics. Pupils’ progress in mathematics across the school, while good, is not as strong as that in reading and writing. In a small number of mathematics lessons, teachers do not always set new challenges in order to extend pupils’ learning even further when they have successfully completed a task.